UNIVERSIDAD NACIONAL DE CHIMBORAZO
VICERRECTORADO DE POSGRADO E INVESTIGACIÓN
INSTITUTO DE POSGRADO
TESIS PREVIA LA OBTENCIÓN DEL GRADO DE MAGÍSTER EN
LINGUÍSTICA APLICADA AL APRENDIZAJE DEL IDIOMA INGLÉS
TEMA:
ELABORATION AND APPLICATION OF AN INTERACTIVE DICTIONARY
CALLED “SLANGUAGE” WITH A FULL RANGE OF INFORMAL EXPRESSIONS
TO
BOOST
THE
INTERACTION
AND
THE
SOCIOLINGUISTIC
COMPREHENSION OF THE ENGLISH LANGUAGE AIMED AT THE SIXTH
LEVEL STUDENTS IN THE LANGUAGE CENTER, FACULTY OF EDUCATION,
HUMANITIES AND TECHNOLOGIES AT UNACH, LOCATED IN RIOBAMBA
CITY, TERM 2014-2015.
AUTOR:
LUIS FERNANDO BARRIGA FRAY
TUTORA:
MÓNICA CADENA MSC.
RIOBAMBA – ECUADOR
2016
i
CERTIFICATION
I hereby certify that the present study submitted in partial fulfilment to obtain the
Master´s Degree in Applied Linguistics with the topic: “Elaboration and Application of
an interactive dictionary called “SLANGUAGE” with a full range of informal
expressions to boost the interaction and the sociolinguistic comprehension of the
English language aimed at the sixth level students in the Language Center, Faculty of
Education, Humanities and Technologies at UNACH, located in Riobamba city, term
2014-2015”, has been elaborated by Mr. LUIS FERNANDO BARRIGA FRAY. It is
worth mentioning that this work has been carefullyrevised and analyzed so that it
complies all the requisites for its dissertation.
Riobamba, April 14, 2016
…………………………………………….
Mónica Cadena B.A, Msc.
ADVISOR
ii
CERTIFICACIÓN
Certifico que el presente trabajo de investigación, previo a la obtención del Grado de
Magíster en en Lingüística Aplicada a la Enseñanza del Idioma Inglés, con el tema:
“Elaboration and Application of an interactive dictionary called “SLANGUAGE” with a
full range of informal expressions to boost the interaction and the sociolinguistic
comprehension of the English language aimed at the sixth level students in the
Language Center, Faculty of Education, Humanities and Technologies at UNACH,
located in Riobamba city, term 2014-2015”, ha sido elaborado por LUIS FERNANDO
BARRIGA FRAY. el mismo que ha sido revisado y analizado en un ciento por ciento
con el asesoramiento permanente de mi persona en calidad de Tutora, por lo cual se
encuentra apto para su presentación y defensa respectiva.
Es todo cuanto puedo informar en honor a la verdad.
Riobamba, April 14, 2016
…………………………………………….
MÓNICA CADENA MSc.
TUTORA
ii
DECLARATION
I hereby declare that I am responsible about the ideas, thoughts, and results along with
the proposal presented in this thesis project. However, I need hardly say that the
intellectual authorship belongs to the University of Chimborazo. Furthermore, I took
reasonable care to ensure that this work is original, and, to the best of my knowledge,
does not break copyright law, and has not been taken from other sources except where
such work has been cited and acknowledged within the text.
………………………………………………
Luis Fernando Barriga Fray
0603010612
iii
AUTORÍA
Yo, LUIS FERNANDO BARRIGA FRAY, con cédula de identidad número
0603010612, soy responsable de las ideas, doctrinas, resultados y propuestas realizadas
en la investigación y el patrimonio intelectual de la tesis de Grado pertenece a la
Universidad Nacional de Chimborazo.
………………………………………………
LUIS FERNANDO BARRIGA FRAY
0603010612
iii
ACKNOWLEDGEMENT
I would like to acknowledge to the University of Chimborazo its Postgraduate Institute
and the Language Center represented by Professor Myriam Trujillo who provided the
resources and facilities to conduct the present study. Nevertheless, special thanks should
be to Professors Mónica Cadena and Santiago Barriga for their intellectual contribution
to strengthen the academic and personal growth of the investigator.
Luis Fernando Barriga Fray
iv
DEDICATION
Most of all, I would like to dedicate this study to my Lord Jesus, to my beloved parents,
my wife, my daughter and my siblings who have always been a powerful source of
support and encouragement during the obstacles I have been through. I can assure this
accomplishment would not have been possible without them. Thanks very much.
Luis Fernando Barriga Fray
v
TABLE OF CONTENTS
CERTIFICACIÓN
ii II
AUTORÍA
ACKNOWLEDGEMENT
iiiIII
ivIV
DEDICATION
vV
TABLE OF CONTENTS
viVI
xixi
INDEX OF GRAPHICS
RESUMEN
ABSTRACT
INTRODUCTION
xiii
xiii
xiv
XIV
xv
xv
CHAPTER I
1.
THEORETICAL FRAMEWORK
1
1.1
OUTLINE
1
1.2
SCIENTIFIC FOUNDATIONS
2
1.2.1
Epistemological Foundation
2
1.2.2
Axiological Foundation
2
1.2.3
Psycho Pedagogic Foundation
2
1.2.4
Social Foundation
2
1.2.5
Legal Foundation
3
1.3
Theoretical framework
3
1.3.1
Language and society
3
1.3.2
Sociolinguistics
4
1.3.3
Sociolinguistic variation
5
1.3.4
Codes
6
1.3.5
Dialect
7
1.3.6
Register or style
7
1.3.7
Slang
8
1.3.7.1 Evolution of Slang
9
1.3.7.2 Linguistic processes of slang and word formation
10
1.3.8
Interaction
11
1. 3.8.1 Social Interaction
12
vi
1.3.8.2 The interaction hypothesis and classroom interaction
12
1.3.9
13
Lexicography
1.3.9.1 Dictionary
14
1.3.9.2 Types of dictionaries
14
1.3.9.3 Interactive dictionaries
15
1.3.9.4 Categorization of an interactive dictionary
16
1.3.9.5 Roles of an interactive dictionary
17
CHAPTER II
2.
METHODOLOGY
18
2.1
RESEARCH DESIGN
18
2.2
TYPE OF RESEARCH
19
2.3
RESEARCH METHODOLOGY
19
2.4
TECHNIQUES AND INSTRUMENTS FOR DATA COLLECTION
20
2.5
POPULATION AND SAMPLE
20
2.6
PROCEDURES APPLIED TO ANALYZE AND INTERPRET THE
OBTAINED RESULTS
21
2.7
Variables:
21
2.7.1
Independent Variable
21
2.7.2
Dependent Variable.
21
2.7.3
Operationalization of variables.
23
2.8
HYPOTHESIS
25
CHAPTER III
3.
ALTERNATIVE OUTLINE
26
3.1
TOPIC
26
3.2
PRESENTATION
26
3.3.3.1 General Objective
27
3.4
FUNDAMENTALS
27
3.5
CONTENT
28
3.6
INTRODUCTION
29
3.6.1
What is Slang?
29
3.6.2
Offensiveness
30
vii
3.6.3 The dictionary entries
30
3.7
73
OPERABILITY
CHAPTER IV
4.
PRESENTATION AND DISCUSSION OF RESULTS
73
4.1.
ANALYSIS AND INTERPRETATION OF RESULTS
73
4.1.1 Analysis and interpretation of results before “Slanguage”
73
4.1.2. Analysis and interpretation of results after “Slanguage”
88
4.2
TESTING THE HYPOTHESIS
102
4.2.1 Testing of the Specific Hypothesis 1
103
4.2.2 Testing of the Specific Hypothesis 2
104
4.2.3 Testing of the Specific Hypothesis 3
105
CHAPTER V
5.
CONCLUSIONS Y RECOMMENDATIONS
106
5.1
CONCLUSIONS
106
5.2
RECOMMENDATIONS
107
BIBLIOGRAPHY
108
ANNEXES
112
A.1 Project
113
A.2 Authorization
132
A.3 An observation checklist
133
A.4 Slanguage (Front page)
134
A.5 Slanguage (Activities)
134
A.6 Slanguage (Dictionary)
135
A.7 Socialization of the interactive dictionary “Slanguage”
136
A.8 Socialization of the interactive dictionary “Slanguage”
136
viii
INDEX OF CHARTS
Chart No.2. 1 Operationalization of the independent variable
23
Chart No.2. 1 Operationalization of the dependent variable
24
Chart No.3. 1 Operability
73
Chart No.4. 1 Recalls and replaces standard words with slang words
73
Chart No.4. 2 Indicator 2 recalls and replaces slang words with synonyms
74
Chart No.4. 3 Indicator 3 identifies and labels slang words in context
75
Chart No.4. 4 Indicator 4 differentiates situations where slang words are acceptable
or unacceptable
Chart No.4. 5 Indicator 5 Remembers slang words in a pair work exercise
76
77
Chart No.4. 6 Indicator 6 Discriminates slang words and match them to the right
picture
Chart No.4. 7 Indicator 7 Completes a crosswords puzzle by using slang words
Chart No.4.8
78
79
Indicator 8 Mimes slang words and guess the pronunciation of slang
words
80
Chart No.4. 9 Indicator 9 Makes up a story by using slang words and shares it to
the class
81
Chart No.4. 10 Indicator 10 Defines slang words and distinguishes the pronunciation
of the words
82
Chart No.4. 11 Indicator 11 Imagines and explains the relationship between pictures
using slang words
83
Chart No.4. 12 Indicator 12 Decodes and discovers a message that contains slang
words
Chart No.4. 13 Indicator 13 Listens to slang words and plays a game
84
85
Chart no.4. 14 Indicator 14 unscrambles slang words and provides an accurate
definition
86
Chart No.4. 15 Results obtained before the application of “slanguage”
87
Chart No.4. 16 Indicator 1 Recalls and replaces standard words with slang words
88
Chart No.4. 17 Indicator 2 Recalls and replaces slang words with synonyms
89
Chart No.4. 18 Indicator 3 Identifies and labels slang words in context
90
Chart No.4. 19 Indicator 4 Differentiates situations where slang words are
acceptable or unacceptable
91
ix
Chart No.4. 20 Indicator 5 Remembers slang words in a pair work exercise
92
Chart No.4. 21 Indicator 6 Discriminates slang words and match them to the right
picture
Chart No.4. 22 Indicator 7 Completes a crosswords puzzle by using slang words
93
94
Chart No.4. 23 Indicator 8 Mimes slang words and guess the pronunciation of
slang words
95
Chart No.4. 24 Indicator 9 Makes up a story by using slang words and shares it to
the class
96
Chart No.4. 25 Indicator 10 Defines slang words and distinguishes the
pronunciation of the words
97
Chart No.4. 26 Indicator 11 Imagines and explains the relationship between
pictures using slang words
98
Chart No.4. 27 Indicator 12 Decodes and discovers a message that contains slang
words
Chart No.4. 28 Indicator 13 Listens to slang words and plays a game
99
100
Chart No.4. 29 Indicator 14 Unscrambles slang words and provides an accurate
definition
101
Chart No.4. 30 Results obtained after the application of “Slanguage”
102
Chart No.4. 31 Testing of the specific hypothesis 1
103
Chart No.4. 32 Testing of the specific hypothesis 2
104
Chart No.4. 33 Testing of the specific hypothesis 3
105
x
INDEX OF GRAPHICS
Graphic No.4. 1 Recalls and replaces standard words with slang words
73
Graphic No.4.2
Indicator 2 Recalls and replaces slang words with synonyms
74
Graphic No.4.3
Indicator 3 Identifies and labels slang words in context
75
Graphic No.4.4
Indicator 4 Differentiates situations where slang words are
Graphic No.4.5
acceptable or unacceptable
76
Indicator 5 Remembers slang words in a pair work exercise
77
Graphic No.4.6 Indicator 6 Discriminates slang words and match them to the
right picture
78
Graphic No.4.7
Indicator 7 Complete a crossword puzzle by using slang words
79
Graphic No.4.8
Indicator 8 Mimes slang words and guess the pronunciation of
Slang words
Graphic No.4.9
80
Indicator 9 Makes up story by using slang words and shares
it to the class
81
Graphic No.4.10 Indicator 10 Defines slang words and distinguishes the
pronunciation of the words
82
Graphic No.4.11 Indicator 11 Imagines and explains the relationship between
pictures using slang words
83
Graphic No.4.12 Indicator 12 Decodes and discover a message that contains slang
words
Graphic No.4.13 Indicator 13 Listen to slang words and plays a game
84
85
Graphic No.4.14 Indicator 14 Unscrambles slang words and provides an accurate
definition
86
Graphic No.4.15 Indicator 1 Recalls and replaces standard words with slang words
88
Graphic No.4.16 Indicator 2 Recalls and replaces slang words with synonyms
89
Graphic No.4.17 Indicator 3 Identifies and labels slang words in context
90
Graphic No.4.18 Indicator 4 Differentiates situations where slang words are
acceptable or unacceptable
Graphic No.4.19 Indicator 5 Remembers slang words in a pair work exercise
91
92
Graphic No.4.20 Indicator 6 Discriminates slang words and match them to the
right picture
Graphic No.4.21 Indicator 7 Completes a crossword puzzle by using slang words
93
94
Graphic No.4.22 Indicator 8 Mimes slang words and guess the pronunciation of
xi
slang words
Graphic No.4.23 Indicator 9 Make up a story using slang
95
96
Graphic No.4.24 Indicator 10 Define slang words and distinguishes the
pronunciation of the words
97
Graphic No.4.25 Indicator 11 Imagines and explains the relationship between
pictures using slang words
98
Graphic No.4.26 Indicator 12 Decodes and discovers a message that contains
Slang words
Graphic No.4.27 Indicator 13 Listens to slang words and plays a game
99
100
Graphic No.4.28 Indicator 14 Unscrambles slang words and provides an accurate
definition
101
xii
RESUMEN
En el proceso de enseñanza-aprendizaje del idioma Inglés para hablantes de una
segunda lengua, se ha podido evidenciar como el uso de diferentes registros, dialectos y
otras variaciones sociolingüísticas como el argot causan graves malentendidos tanto en
estudiantes y no estudiantes en el momento que interactúan entre sí. Por tal razón, la
elaboración y aplicación de un diccionario interactivo llamado "Slanguage" que
básicamente significa "Lenguaje de la calle" tuvo como objetivo el familiarizar a 30
estudiantes del sexto nivel del Centro de Idiomas de la Facultad de Educación de la
UNACH, con expresiones que los hablantes nativos de inglés utilizan en situaciones
informales, de manera que surja la interacción y la comprensión de ésta lengua. En este
estudio, se aplicó tanto la metodología cualitativa como la cuantitativa. La información
se obtuvo a través de una lista de observación aplicada a la población de estudio. La
aplicación de "Slanguage" demostró que los estudiantes adquirieron un conocimiento
básico del argot americano. Finalmente, esta investigación resalta la importancia de
presentar expresiones jergales tanto casuales como académicas a estudiantes de una
segunda lengua puesto que constituyen parte fundamental de cualquier idioma.
xiii
ABSTRACT
In the process of teaching English to speakers of a second language, it can be noticed
how the use of different registers, dialects and other sociolinguistic variations like slang
words cause serious misunderstandings in students and non-students when they interact
among each other. On this score, the Elaboration and Application of an interactive
dictionary called “Slanguage” which basically means “Street Language” was aimed to
familiarize 30 students enrolled in level 6 in the Language Centre, Faculty of Education
at UNACH with the language that native speakers of English commonly use in informal
situations in such a way that interaction and comprehension take place. In this study,
both qualitative and quantitative methodologies were applied. The information was
obtained via an observation checklist that was applied to the population sample. The
application of “Slanguage” showed that learners acquired a basic knowledge of
American slang. Finally, this research highlights the importance of presenting second
language students with casual and academic slang as it plays an important role at any
language.
……………………………...
Dr. Myriam Trujillo, MSc.
Language Centre Coordinator
xiv
INTRODUCTION
Sociolinguistic considers slang as the space where the linguistics relationships take
place between people involved in the same social environment. These relationships
cause lexical creations, codes and sub codes that let a person feels free to choose to
belong to any social group.
Starting from the previous idea, it seems essential to emphasize the use of a language as
a factor of social identity and as a tool that facilitates interaction among people, a factor
that goes beyond the standard communication, since a language is open to constant
modifications and transformations by means which are called linguistic variations
influenced by the region, gender, social strata, age, etc.
These transformations and modifications are mainly caused due to the speaker’s needs,
the influence of media, and the social, political, and economic interaction among
people. As stated before, media constitutes an important factor that influence a
language, and above all, the language used by teenagers, since media always introduce
new terms which are adopted and modified by these people.
The present research work pretends to take a squint at slang along with its construction
in such a way that we may be able to understand its origin and its applicability within a
specific group. From this perspective, it is necessary to compile a variety of informal
expressions in such a way they can be socialized with the community.
The main goal of compiling informal expressions is to let students at the Language
Centre at UNACH know and familiarize with the language that native speakers of
English commonly use in informal situations. Likewise, this compilation of informal
expressions pretends to be the bridging gap between teachers and students who are
learning English as a second language as well as it seeks to become the link that exists
between each generation.
In the process of teaching English to speakers of a second language, it can be noticed
that these sociolinguistic variations or the use of informal expressions cause serious
xv
misunderstandings in my students at the Languages Centre in the Faculty of Education
at UNACH.
For this reason, the topic called “Elaboration and Application of an interactive
dictionary called “SLANGUAGE” with a full range of informal expressions to boost the
interaction and the sociolinguistic comprehension of the English language aimed at the
sixth level students in the Language Centre, Faculty of Education, Humanities and
Technologies at UNACH, located in Riobamba city, term 2014-2015, attempts to
analyze, and improve communication deepening our understanding on the
sociolinguistic variations through a digital tool that contains a wide range of daily life
expressions that cross the orthodox and traditional line of formality. It is also worth
mentioning that the present study has been designed under the regulations of the
Postgraduate Institute and follows the research schema given by the research committee.
This study has been organized in five chapters which go as follows:
Chapter one corresponds to the theoretical framework which covers the problem with a
complete bibliographic revision in order to conduct a scientific study along with the
epistemological, axiological, legal, social, psych pedagogic, psychological and
pedagogic principles that support the application of the theory.
Chapter Two comprises the methodological framework which states the sort, steps,
layout and population of study.
Moreover, it also contains the techniques and
instruments for data collection and analysis.
Chapter Three has to do the proposal that consist in the elaboration and application of
the interactive dictionary “Slanguage” in order to boost the students´ sociolinguistic
interaction.
Chapter Four analyses and interprets the obtained results. Also, the statistical results are
presented from the incidence of the interactive dictionary “Slanguage” aimed at the
sixth level students enrolled at the Language Centre at UNACH.
Chapter Five presents the conclusions and recommendations that mention the people
involved in this study.
xvi
CHAPTER I
1. THEORETICAL FRAMEWORK
1.1 OUTLINE
Slang constitutes itself as part of the language that contains a wide range of colorful,
playful and original expressions that take an active part within a certain social group.
Slang pretends to reinforce social identity in order to promote a sense of informality and
relaxation. Due to its different goals, slang can be applied in different areas such as
sociolinguistics, psychology, education, law and so forth. However, the study of slang is
often ignored and underestimated mainly because the informality of its expressions
makes people think it does not deserve a deep analysis. During my short teaching
experience, I have noticed that both students and educators struggle at the moment of
dealing with informal expressions when having a conversation with foreigners, when
listening to music, when watching movies, TV shows in English etc. Consequently, the
communicative interaction among speakers is inevitably blocked due to the conflict that
these sociolinguist variations cause.
Young people seem to feel the need to renew their lexis to sound different from the rest
pretending to reach a degree of independence. They appear to be more open to change
their minds in terms of: clothes, look, style, and also in speech. Even though, these
people suffer from social exclusion they may look reluctant to keep static to
discrimination and use slang as a weapon to gain recognition and fight against a
conventional community. Among some of the boundaries that limit students to interact,
listen, understand and use slang words is probably the lack of teacher´s expertise on the
use of informal expressions which leads to a complete misunderstanding of the
language. For this reason, the main purpose of this study is to familiarize the sixth level
students and why not the teaching staff with slang words in such a way that they may be
able to expand their lexis and boost their sociolinguistic competence.
1
1.2 SCIENTIFIC FOUNDATIONS
1.2.1 Epistemological Foundation
The universal method belongs to the materialism which sees reality as a constant
process of change and evolution. Moreover, this method specifies concepts, categories
and principles that analyze the situation to become part of the instruments.
1.2.2 Axiological Foundation
It is influenced by ethical and moral values and as a researcher I pretend to contribute to
the educational process stated in the National Plan for Good Living.
1.2.3 Psycho pedagogic Foundation
It is based upon the Constructivist theory by Piaget, where knowledge must be actively
constructed since the student has lived previous experiences that deserve to be shared.
Therefore, the learning process is seen as a process of adaptation rather than transferring
information activities. Besides, the interactive dictionary called “Slanguage” has been
developed under a cognitivist pedagogic model that allows the pupils to navigate its
software, select the topics plus the application of audiovisual tools in order to conduct
the analysis to reach the corresponding conclusions.
1.2.4 Social Foundation
The present investigation will assist the development of the society stated by Emile
Durkein, a French sociologist. The importance of slang arises from the need to
familiarize pupils with expressions that are commonly used by speakers in specific and
real exchange of meaning. Therefore, the use of “Slanguage” will surely motivate and
engage students, teachers and other members of the educational community to acquire a
wide perspective on how the English Language is applied in informal settings due to the
influence of social factors.
2
1.2.5 Legal Foundation
The present study is based upon the Ecuadorian regulations, laws and policies stated in
the following articles:
“Art. 26.- People have the right to access to education which is guaranteed by the
government, society and family, priority area for public investment and a requirement
for a social balance. The Ecuadorian government is responsible to define and promote
norms that allow reaching these goals.”
Art. 27.- Education will be based on people and will guarantee their holistic
development respecting the human rights, the environment and democracy.
According to the LOEI Art. 6 literal m states that the Ecuadorian government is obliged
to foster the scientific and technological research, innovation, the artistic development,
the practice of sports, the protection and conservation of the cultural and natural
heritage as well as the cultural and linguistic diversity.
“Art. 68. - The educational system in Ecuador will include a variety of teaching
programs in relation to its sociocultural diversity. Parents, the community itself, the
teaching staff as well as the students will take an active part in the teaching and learning
process.” The teaching and learning of English as a second language must be based on a
global context, that is to say, by equipping students with the necessary skills to interact
and communicate with others in real life situations.
1.3 THEORETICAL FRAMEWORK
1.3.1 Language and Society
Language itself is a system of arbitrary vocal symbols used by a social group for
cooperation, communication and identification. (KENJONO, 2003) Human beings have
an innate capacity to express feelings, opinions and needs through the application of a
complex morphological, syntactic, semantic and phonetic process. This is the process of
3
socialization that makes language and society overlap since as language represents itself
as the most efficient way to perform such social interaction among individuals.
Therefore, language constitutes itself as a vital tool that helps and supports the human
existence to ensure the communication of ideas, desires and emotions within a particular
group. Thus, language serves as an instrument of socialization and contributes to the
development of society.
(MATURANA, 2011) states that language constitutes a social phenomenon that belongs
to the evolutionary history of humanity. He shows how language occurs in a mutual
coordination of behavior and emphasizes its dynamic nature. From this context,
(ENFILED, 2010) posits that "all human communication elapses in the language."
Language is so much more than a communicative tool, it is crucial to determine how we
see and appreciate the world where we live. Thus, it is through language that will permit
people to build meaningful social relationships.
The process of second-language teaching is grounded in the sociocultural theory of
Vygotsky, which emphasizes meaningful interaction among individuals as the greatest
motivating force in human development (LIANG, 2013). On this score, the concepts of
meaning and mediation are considered as the two essential elements affecting the
learning of a second language in a regular classroom based on an inclusive learning
environment, students´ needs and interest as well as the role of the teacher as a
facilitator in the teaching and learning process.
1.3.2 Sociolinguistics
(LABOV, 1972) states that sociolinguistics is a discipline that analyses the language in
a diachronic and synchronic way in relation to its social context. In other words, this is a
field of study that comprehends every aspect of a society at the moment to apply the
language as a means of interaction, taking into account the diversity of cultural and
linguistic factors of the speaker. Sociolinguistics also covers the linguistic variations of
a language known as dialects that vary according to regions and social strata.
Sociolinguistics is also considered by experts as the study of language within or among
groups of speakers (SPOLSKY, 1998). However, the word “group” is a difficult term to
4
define. For our purposes, a group must have at least two members. People can group
together for different purposes: social, religious, political, cultural, familiar, vocational,
etc.
We can also define sociolinguistics as the morphological, syntactic, semantic and
phonological linguistic features related to social factors such as: gender, age, social
strata, religion and level of instruction. Sociolinguistics is essentially based upon data
obtained from the interaction among people in a society with communicative purposes,
and opposes the theoretical perspective that posits that the study of linguistics and the
language itself must be isolated from its social context since a sociolinguist may be able
to analyze, discover and predict previous and future variations in a language
respectively.
1.3.3 Sociolinguistic Variation
(HOLMES, 2008) posits that there are some social, cultural, economic and professional
variants that characterize the linguistic behavior in a community. These factors are not
merely ethnographical as indicated by dialectology but they are also societal. Every
language can be spoken in a wide range of ways by speakers in a community. This issue
evidences that variations constitute an important characteristic in the language system
due to it is dynamic. Taking this into consideration, it is clear that sociolinguistics is
interested to study the language variations and its goal is to study the function of the
language in a society as well as to provide a logical explanation about the different
varieties that can be found in the language.
Variation sociolinguistics studies the existing relationship between linguistic variation
and social variation. The great contribution of variationism was to focus on speech and
external linguistic factors shaped by society. Variation exists from the moment that a
person accepts the influence of society as a modifying factor of language. From this
new theoretical perspective, language is defined as a heterogeneous and dynamic
process (WEINREICH, LABOV, & HERZOG, 1968).
Variation responds to social patterns conditioned by external factors as geography, by
temporal factors, responsible for diachronic variation, by social factors, which generate
5
a stratified variation, and contextual factors that produce diphasic variation. Once we
have accepted this variation, we have to reject the idea that that variation occurs
randomly, but this variation operates in a totally systematic way.
Knowing how languages vary, one way to characterize certain variations is by saying
that speakers of a particular language sometimes speak different dialects of that
language. The term dialect will be useful to differentiate regional variation to those of
social variation. In this way, it would be possible to talk about both regional dialects and
social dialects of a language. Regional dialect marks off the residents of one region
from those of other regions, a social dialect would be a variety related to with a specific
social group, separating that group from other groups.
There are different factors that characterize the linguistic behavior of a community such
as: social factors, cultural factors, economic factors, religious factors and so forth. These
are called social variations that take place in a specific group of people. On this score,
language variations do not solely depend on a territory as stated in dialectology but they
also belong to social phenomena. Every language can be used in different ways,
depending on the person or a specific social group so this phenomenon is so evident that
makes variations become a crucial characteristic of any language. Therefore, it can be
said that the linguistic system is dynamic or in constant movement since it is configured
by the culture, traditions, age, social strata, etc. According to (MORENO, 1998) any
language varies over time and does not necessarily need to follow a correct grammatical
structure to communicate effectively. This linguistic variation leads us to think that
whenever we use a conventional element instead of another one, it would not represent
a semantic modification. In other words, when any person uses slang words rather than
standard words, he or she may be probably trying to belong to a certain group to
communicate in a nonconventional way by using the basic linguistic elements of the
language.
1.3.4 Codes
Linguists define codes as a shift, change or a variety of language used by people and
even by a single person in particular situations with the aim to exchange ideas and
opinions in a communicative process. In other words, whenever and whoever you speak
6
and depending on the need, the audience or the person you are talking to you select a
particular set or words, accent, tone of voice and that is what we call a code.
1.3.5 Dialect
Although many linguists differ on the exact definition of the word dialect, some of them
argue that it is “A regional or social variety of language characterized by its own
phonological, syntactic and lexical properties”. (O´GRADY, 2001).
A Dialect is also considered as a language employed by ethnolects (people involved in a
particular ethnic group) and sociolects (people from different social strata). This is the
reason why at the present time our society has developed a “national language” which is
characterized by the variation in the use of words, pitch, accent, intonation and so forth.
Dialects can be divided into regional and social dialects due to geographic and social
differences influence the language respectively. The main characteristic or regional
dialects is that the use of a language in terms of pronunciation, selection of words is
slightly different from one place to another, and this is because a link or a connection
has been established over the pass of time. These changes have made a language
sometimes unintelligible to people that speak the same language. On the other hand,
there are some factors like the type of education and economy of a person, his or her
job, cultural background and religion which unquestionably affect and influence the use
of a language; this is what linguists consider a social dialect as this variation is closely
related to social issues.
1.3.6 Register or Style
The way you speak in specific situations like hanging out with friends, in class, in a
conference, with your family is more or less formal or informal. This is the level of
formality that a person adopts when trying to communicate, a way that is ruled by
certain circumstances. Register is another factor which is extremely difficult to
understand in the study of language variations since it is also related to social behavior.
7
1.3.7 Slang
We all have a hard time at the moment to define the word “Slang”. In fact, in “Bad
Language” (ANDERSSON, L. TRUDGILL, P, 1991) mention: “There is no good
definition of slang available in Literature”. Even though we know what slang is, it is
complicated to provide an accurate definition maybe because a limited amount of
studies on this topic or probably because many linguists refuse to consider slang as a
linguistic phenomenon.
“The phenomenon of slang constitutes an open question for lexicography and
sociolinguistics. Unfortunately, there is little agreement on the identification and
definition of slang, so that the phenomenon is currently controversial. The concept of
slang has been inaccurately defined by many lexicographers who tend to restrict it to
informal or bad language, and the term “slang” has been improperly used by many
socio-linguists who conflated it with such language varieties as cant, jargon, dialect,
vernacular or accent. (MATTIELLO, E, 2008)
The Norwegian term “slang” comes from the word “slengeord” which basically means a
language of internal communication spoken by a specific social group. For this reason,
the word “slang” is based on the use and application of informal expressions which are
not considered within the standard language of people.
Jonathan Lighter who is one of the leading experts on American Slang states “Slang
denotes an informal, nonstandard, nontechnical vocabulary composed chiefly of novelsounding synonyms and near synonyms for standard words and phrases; it is often
associated with youthful, raffish or undignified persons and groups and it conveys often
striking connotations of impertinence and irreverence, especially for established
attitudes and values within the prevailing culture” (LIGHTER, J, 1994).
According to (GREEN, 1993) Slang constitutes itself as "A variety of speech used by
the young or by social and professional groups. In the present study I will demonstrate
how some societal factors affect the use of language.
8
(DICKSON, 2010) posits that “For the most part, slang is the result of linguistic
inventiveness, irreverence and a reaction against staid, stuffy, pompous, pretentious or
colourless diction”. In effect, slang is the result of a wide range of linguistic variations
and adaptations made by a specific group of people in order to challenge the standard
language.
According to (SPEARS, Dictionary of American Slang, 1998) “Slang becomes the
language of street humour of fast, high and low-life, and it is become as old as speech
and the congregating together of people in cities. The present study pretends to bridge
the gap between formalities versus the informality by interpreting words according to
the context where the conversation may take place.
Based on those definitions above, slang can be described as informal, nonstandard
words or phrases which tend to originate in subcultures within a society. Slang often
suggests that the person that applies these words or phrases will sound familiar with a
specific group or subgroup of people.
Slang expressions often embody attitudes and values of group members. In order to say
an expression can be considered slang, it must be widely accepted and adopted by
certain members of a group. Slang has no societal boundaries or limitations as it can
exist in all cultures or strata.
1.3.7.1 Evolution of Slang
Slang appears for the first time in Britain in the sixteenth century and mainly
concentrated in the vocabulary of criminals mostly developed in saloons and gambling
houses. The English of criminal had a slow development. In fact, out of the four million
people that spoke English at that time, only about ten thousand spoke it. By the end of
the sixteen century, this new style of speaking was considered “useless and obsolete”. In
the seventeenth century, slang which is rich with metaphors and figurative language is
related to immoral and obscene actions. In the eighteen century, the rhetoricians
recognized slang as part of the English Language vocabulary. In the nineteenth century
(1899) intellectuals produced the first slang dictionary which was influenced by the
First and the Second World War. In the twentieth century, slang words began to be used
9
in daily conversations by ordinary speakers of English and not only by criminals or
thieves.
1.3.7.2 Linguistic Processes of Slang and Word Formation
According to (KENWOOD C. , 1964) Slang is made up linguistic processes such as:
a. Form changing in compounding.
Two words belonging to any part of speech are combined to form one word i.e (kickoff,
textbook).
b. Derivation
The production of new words is accomplished by means of a large number of small bits
of the English Language called affixes i.e (un-mis-pre-ful-less-ish) (unhappymisrepresent-prejudge-joyful-careless-boyish).
c. Prefixes and Suffixes
Affixes added at the beginning of a word are called prefixes. Whereas some affixes
added to the end of a word are called suffixes.
d. Portmanteau words
They are formed by compressing two word elements into one word i.e (motorist +
hotel= motel)
e. Abbreviations through back clipping
This is done by clipping a syllable or syllables off the end of a word i.e (photo/graphy)
f. Abbreviations through Front clipping
It is clipping a syllable or syllables from the beginning of a word i.e (earth/quake)
g. Acronyms
These are made up from the initials of the words of a phrase which may be run together
to form and be pronounced as a new word i.e (VIP = very important person).
10
h. Meaning change
Generalize the meaning of a word so that it represents severeal meanings i.e (hand.- to
give assistance=give me a hand).
i. Specialization
A word loses some of its inclusive meaning to become identified with another
connotation i.e (the chair that could mean the electrocution chair).
j. The formation or extension of meaning
It is done by the use of metaphors or figurative words i.e (He got pickled)
k. Pronunciation changes
New words are usually formed by making changes in stress corrupting an older word i.e
(Oh, boy!)
l. Borrowing
Loans from dialects or different languages create new words or elements in English i.e
(piano-Italian; pretzel-German).
m. Onomatopoetic processes
We imitate pleasant and natural sounds on which additional new words are formed i.e
(choo-choo, boo-hoo)
n. Reduplications
It is the repetition of a radical element in an older word i.e (yum-yum)
o. Coinage
One of the least common processes is coinage that is the invention of totally new terms
i.e (aspirin, nylon, zipper)
1.3.8 Interaction
Human language constitutes one of the most complicated codes to communicate among
people as it is based upon a wide range of sounds that can be combined in an infinite
11
number of elements such as words, phrases, sentences and so forth. Some interactionists
see language as a cultural activity that is governed and learned through interaction with
other people, whereas nativists agree that language is an innate ability to produce
correct sentences, that is to say, interactionist agree that environmental factors play a
crucial role in language acquisition, (VIGOTSKY, 1978) who pioneered the term of the
role of interaction in language learning in his zone of proximal development (ZPD),
posits that social interaction plays an important role in the learning process since
learners construct their language through socially mediated interaction. According to
(KRASHEN, 1985), language acquisition takes place during human interaction in the
target language environment. Thus, if the learner is exposed to rich comprehensible
input in the target language, this input would necessarily be a little beyond the learner’s
current level of linguistic competence. Both Vygotsky and Krashen emphasize the role
of interaction in Second Language Acquisition.
1. 3.8.1 Social Interaction
According to Long, modified input is created through interaction by the interlocutors in
order to facilitate their comprehension (LONG, 1993) In other words, the acquisition of
a second language is the result of classroom interaction among learners. It is this
process of interaction that gives second language learners the opportunity to create the
scene and the necessary input to comprehend new information.
1.3.8.2 The interaction hypothesis and classroom interaction
The Interaction Hypothesis quoted by Long posits that interaction focuses on the
negotiation of meaning. He put emphasis on the importance of the interactional
modifications that occur in negotiating meaning. In other words, interactive input is
more important than non-interactive input (ELLIS, R, 1991). Therefore, classroom
interactive tasks that stimulate negotiation meaning like group work, pair work, role
plays, simulation, and debates may be the most suitable way that permits second
language learning.
The Communicative Approach states communication and interaction constitute the main
goal of language learning (RICHARDS, J. RODGERS, T, 2001), and other studies on
12
communicative language teaching show that interaction facilitates the learning of
language functions and forms. Various studies have also analyzed the positive results
obtained from the quantity and quality of learner classroom participation. (RICHARDS,
2006) demonstrated that interactive activities rose up negotiation of meaning. In
addition he found out that learners involved in small group activities produced language
in a considerable way versus learners that work on their own. This study evidences that
group work provides innumerable opportunities for learners to produce language.
1.3.9 Lexicography
When trying to define lexicography, it is important to take account of some other
definitions in order to detect their strengths and weaknesses. According to The New
Oxford Dictionary of English, lexicography can be defined as: “the practice of
compiling dictionaries”. However, it is worth to mention that this definition does not
provide sufficient information to someone interested in how this process works.
Lexicography is the applied study of the meaning, and function of the vocabulary units
of a language for the purpose of compilation in book form, in short, the process of
dictionary making. (HARTMANN, 1998)
Lexicography is the theory and practice of compiling dictionaries. The problem of
lexicography lies in the semantic, formal, and functional description of all individual
words. Dictionaries aim at a more or less complete description, but in so doing cannot
attain systematic treatment, so that every dictionary entry presents, as it, were, an
independent problem.
We may say that lexicologists sort and present their material in a sequence depending
upon their views concerning the vocabulary, whereas lexicographers have to arrange it
most often according to a purely external characteristic, namely alphabetically.
Lexicography is the discipline that deals with the concrete conception, planning and
editing of a dictionary.
There also is a series of special types of lexicography, e.g. linguistic lexicography,
subject field lexicography or corpus lexicography.
13
Linguistic lexicography is usually understood as general language lexicography that
needs to achieve communicative functions. Subject field lexicography is typically
understood as the monolingual lexicography of different subject fields, where
lexicography needs to achieve a cognitive function. Finally, encyclopedic lexicography
is the type of lexicography that includes both linguistic and subject field lexicography.
1.3.9.1 Dictionary
The word “dictionary” comes from the Latin “dictio”, “the art of speaking” and
“dictionarius”, “a collection of words”. According to Encyclopedia Britannica
definition, “dictionary is used to denote a book listing words of a language with their
meanings and often with data regarding pronunciation, usage and/or origin”. It should
be noted that the word “dictionary” was firstly used in a manuscript of Latin words by
John Garland in 1225. The history of dictionary making for the English language goes
as far back as the Old English period. The first bilingual glossary to find its way into
print was a French – English vocabulary for the use of travelers, printed in England by
William Caxton, without a title page, in 1480. (BRITANNICA, Encyclopaedia, 2015).
Nowadays, a dictionary is considered as a supporting tool to consult words and concepts
that are carefully listed in an alphabetic order. There is a variety of dictionaries such as:
general dictionaries that cover the overall content of words in an official language and
specialized dictionaries that cover a particular field like medicine, mechanics, and so on.
Dictionaries offer certain type of information like the definition of a word, spelling,
etymology, pronunciation, written and visual examples, and part of the language. In the
past, dictionaries were characterized for its printed version with different size and
design. However, nowadays, interactive dictionaries have gained position due to the
technological advance that facilitates the search of an unknown word.
1.3.9.2 Types of dictionaries
Dictionaries can be classified according to their function and use which determine the
information to be given to the reader.
14

Dictionaries of meanings: these are the most common and used by people due to
they provide a careful explanation of the meaning of a word in a particular
language.

Bilingual Dictionaries: these show the meaning of a word from the target into the
native language or vice versa i.e. English-Spanish / Spanish-English.

Dictionaries with synonyms and antonyms: these provide the reader assistance to
find words with similar or different meanings of a specific word in order to avoid
its excesive repetition.

Etymological Dictionaries: these provide a profound analysis of words starting
from its semantic, syntactic, morphological, and historical origin.

Specialized Dictionaries: they deal with words involved in a professional or
intellectual field.

Visual Dictionaries: they show the meaning of a word through pictures or images.
A dictionary is basically a catalogue of words in a language, a science which is
generally ordered in an alphabetic way, providing the reader various features of a word
like its significance, etymology, spelling, pronunciation, etc.
1.3.9.3 Interactive Dictionaries
They can be considered as modern and pedagogical resources created with the goal to
assist and improve the teaching and learning process. Interactive dictionaries are
characterized by the use of multimedia tools like videos, sounds, photos, pictures,
games, and some other kinds of activities. An interactive dictionary may cover a wide
range of fields like Math, Science, Languages and others in different ways by offering
the students interesting activities in a interactive learning environment. As a result, they
share the following characteristics:
 Interactive dictionaries allow students the chance to evaluate their own learning.
 Interactive dictionaries affect positively the development of skills through a variety
of entertaining exercises.
 Interactive dictionaries permit to decode complex processes into simple ones.
15
 Interactive dictionaries facilitate autonomous learning where a student learns at his or
her own pace.
 Interactive dictionaries familiarize students with new and updated technological
tools.
 Interactive dictionaries encourage a rapid and effective exchange of information.
 Interactive dictionaries establish a direct relationship and contact with the user that
lead to the learning of a second language.
1.3.9.4 Categorization of an interactive dictionary
a. Tutorials:
They transfer information; concepts through activities that let students learn at their own
pace and give them the chance to repeat each activity when necessary.
b. Exercises:
They allow students to reinforce prior knowledge through detailed feedback, taking
control of their own errors or mistakes. Activities that can be proposed are: completion,
matching, multiple choice activities, etc.
c. Simulation:
They permit the user to adapt and modify facts or processes.
d. Ludic activities:
They foster an interactive learning environment where the user obtains a score
depending on his or her performance.
16
1.3.9.5 Roles of an Interactive Dictionary
The main role of an interactive dictionary is become the most suitable tool that
guarantees the teaching and learning process. However, an interactive dictionary may
comply some other roles as follow:
a. Informative Role:
Most of the programs present topics that have to do with the reality of a student. Data
base and tutorials are programs that contain an informative role.
b. Instructive Role:
Interactive programs orient, assist and regulate the students´ learning progress since as
they help to reach every single objective. Even though, a computer acts as a mediator in
the learning process, tutorials have an instructive role as they direct the students to
perform activities in relation to their progress.
c. Motivational Role:
Generally speaking, most of the students feel more attracted and interested to didactic
resources as interactive dictionaries that contain a variety of elements that get their
attention; this inevitably may provoke meaningful learning.
d. Evaluative role:
Interactive activities provide teachers and students with detailed information about
weaknesses and strengths in the teaching and learning process.
17
CHAPTER II
2. METHODOLOGY
2.1 RESEARCH DESIGN
In order to conduct the present study, it was necessary to define a plan to obtain the
objectives stated as every research applies scientific steps that lead to a better
understanding of facts. (Mc MILLAN, J., 2010) considers that a research “constitutes a
systematic process of data collection with a specific aim”. As mentioned before, a
research must apply a variety of processes to comprehend the elements of the study.
Therefore, the design of the present study should be emphasized as it will control the
process in an adequate manner. First of all, a social and educational modality was
established due to the research problem pretends to create a proposal in the educational
field of study. (Martinez M, 2001) states that “ The social and educational practice is
changing and dynamic with a clear tendency to become unnecessary as it is oriented to
overcome deficiencies, problems and difficulties within a society.
In order to have a better perspective of the problem, a qualitative and quantitative
approach was utilized where (GOMEZ M., 2006) mentions that “a mixed up model
represents a higher range of interaction between a qualitative and quantitative approach.
Both of them should be combined during the entire process or at least some of its stages.
It requires a good control of these two approaches plus a flexible mentality”. By the
application of this approach, major credibility and results were obtained since this study
presents a qualitative analysis which has to do with the description of the variables: the
use of an interactive dictionary to boost the sociolinguistic interaction plus a
quantitative analysis based on the collection of data and its analysis. Moreover, this
study has a correlational characteristic as it permitted a solid understanding of the
problem to determine the relationship between the variables.
This correlational study reflected the interaction and the way how the independent
variable affects the dependent one. As for the problem, an experimental method was
applied. (HEPPNER, 2011) mentions “systematic investigation where the researcher
18
does not have control over the independent variables due to the facts are intrinsically
easy to manipulate”. Likewise, this is a bibliographic study as several sources were
consulted such as: textbooks, legal and official documents that support the theoretical
framework and the statistical analysis as (VELASCO, M, 1997) posits that “This
research has the purpose to expand, and deepen the different approaches, theories,
conceptualizations and criteria of a wide range of authors. Besides, it is important to
support any study on primary and secondary sources in order to explain an investigation
in a theoretically and scientifically way. Also, it is necessary to mention that this was a
field research as several stages were held in the University of Chimborazo where the
phenomena took place. (ZORRILLA, S, Mexico) mentions that “A field or direct
research is conducted in the time and place where a problem takes place”.
According to the objectives and characteristics of this study, it was a quasi-experimental
study, since it started with a conceptual investigation of real facts along with the
development of strategies based on the modules studied throughout the Master´s
Program in Applied Linguistics which go as follow:
 Sociolinguistics
 Dialects
After the application of the interactive dictionary called “Slanguage”, its results are
presented as follows:
2.2 TYPE OF RESEARCH
The present study is characterized by its descriptive and explanatory connotation due to
it pretends to go beyond data collection. In other words, this seeks to know the existing
relationship between variables through a profound analysis in such a way that
meaningful conclusions can be socialized.
2.3 RESEARCH METHODOLOGY
2.3.1 The Hypothetical – Deductive Methodology will be applied in this study as it
corresponds to the Inductive and Deductive methods that pretend to test the hypothesis.
On the other hand, the theoretical framework will state and validate the hypothesis.
19
2.3.2 The Deductive Method.- it will be useful to obtain conclusions and consequences
after the application of an interactive dictionary in order to determine the students’
progress.
2.3.3 The Inductive Method.- it will start from particular to general facts assisting the
sixth level students enrolled at the Language Centre to compare, establish, make
relationships and understand facts and concepts by their own.
2.4 TECHNIQUES AND INSTRUMENTS FOR DATA COLLECTION
2.4.1 TECHNIQUES
Observation
It is a primary research technique that according to a list of items facilitated the
compilation of information.
2.4.2 INSTRUMENTS
An Observation Checklist
It is a technique that validates the obtained results before and after the application of the
interactive dictionary called “Slanguage” to the sixth level students in the Language
Center located in the Faculty of Education that showed the students’ progress when
learning new expressions in English as a second language.
2.5 Population and sample
If we talk about the population of study, (GOMEZ M., 2006) posits that “it is the total
and overall elements of study (events, organizations, communities, people, etc) that
share common and functional characteristics”. Thus, 30 students were considered in this
study and an observation checklist which was applied before and after the application of
20
the interactive dictionary called “Slanguage” that allowed us to test the specific
hypothesis.
2.5.1 Population
The present study considered the following population:
30 students enrolled in the sixth level at the Language Center in INACH.
2.5.2 Sample
Due to the population is small and does not exceed 30 students; there was no need to
apply a formula to obtain a sample.
2.6 PROCEDURES APPLIED TO ANALYZE AND INTERPRET THE
OBTAINED RESULTS
An observation sheet was applied to the sixth level students before and after the use of
the interactive dictionary called “Slanguage” in order to verify the students’ level and
progress over the pass of time.Then the information was tabulated and tested through
the application of the Pearson Correlation.
2.7 Variables:
2.7.1 Independent Variable

The Application of an Interactive dictionary
2.7.2 Dependent Variable.
 Sociolinguistic interaction
With the aim to operate the variables a chart was created to provide the most
outstanding information about the topic. This chart contains the independent and the
21
dependent variables that present important dimensions to obtain the indicators that were
analyzed prior the elaboration of the observation checklist which was applied to the
population of study (the sixth level students in the Language Centre, Faculty of
Education at UNACH) that served to validate the research topic.
22
2.7.3 Operationalization of variables.
Chart No.2. 1 Operationalization of the independent variable
VARIABLE
CONCEPT
CATEGORIES
INDICATORS
TECHNIQUES
AND
INSTRUMENTS

Ability
No of correct
answers
A
careful
TECHNIQUE

The
sequence of
Observation
Application
activities in
of an
a
INSTRUMENT
Interactive
pedagogical
Observation sheet
Dictionary
tool
Accuracy
Nº of mistakes

Interaction
designed to
involve the
user in the
exchange
of
information
SOURCE: Research
By: BARRIGA F. Luis. UNACH 2015
23
Chart No.2. 2 Operationalization of the dependent variable
VARIABLE
CONCEPT
CATEGORIES INDICATORS
TECHNIQUES
AND
INSTRUMENTS
Sociolinguistic The
Interaction
way Social exchange No of pauses
how
of meaning
No
language
hesitation
users
devices used
contextualize
meaning
TECHNIQUE
of Observation
INSTRUMENT
Observation sheet
of
words
Source: research
By: barriga f. Luis. Unach 2015
24
2.8 HYPOTHESIS
2.8.1 General Hypothesis:
The elaboration and application of the interactive dictionary called “Slanguage” will
boost the sociolinguistic interaction and comprehension of the English Language in the
sixth level students enrolled at the Language Centre at the Faculty of Education at
UNACH located in Riobamba city, during the term 2014-2015.
2.8.2 Specific Hypothesis:
 The use of synonyms boosts the interaction and the sociolinguistic comprehension of
the English language aimed at the sixth level students in the Language Centre,
Faculty of Education at UNACH.
 The application of simple and brief definitions improves the interaction and the
sociolinguistic comprehension of the English language aimed at the sixth level
students in the Language Center, Faculty of Education at UNACH.
 To what extent the use of a non-conventional phonetic system improves the
pronunciation in the sixth level students in the Language Centre at UNACH to
comprehend informal expressions in English.
25
CHAPTER III
3. ALTERNATIVE OUTLINE
3.1 TOPIC
Elaboration and Application of an interactive dictionary called “SLANGUAGE” with a
full range of informal expressions to boost the interaction and the sociolinguistic
comprehension of the English language aimed at the sixth level students in the
Language Center, Faculty of Education, Humanities and Technologies at UNACH,
located in Riobamba city, term 2014-2015.
3.2 PRESENTATION
Just because I know how hard is to understand slang words, I wanted to create an
interactive pedagogical tool that contains informal expressions with the aim to improve
the teaching and learning process of English as a second language. The interactive
dictionary called “Slanguage” which is the combination of the words “Street” and
“Language” pretends to become a motivational and attractive resource that combines
the benefits of technology plus the digital manipulation of real life language commonly
used in informal settings.
Due to the positive results obtained after the application of this innovative tool with my
students, I would like to share it to every single person within a society who pretends to
improve his or her level of English. These results have permitted me to enrich the
learning environment of my students who come from different sociolinguistic
backgrounds.
“Slanguage” has been designed based upon each of the students’ needs, taking into
account their different leaning styles in such a way they may be able to learn new words
at their own pace, but most importantly, in a funny way.
26
3.3.3 Proposal Objectives
3.3.3.1 General Objective
To apply an interactive tool that permits a student to develop his/her understanding of
everyday informal expressions in order to communicate effectively.
3.3.3.2 Specific Objectives
 To apply the interactive dictionary called “Slanguage” through the use of different
strategies such as completion exercises, matching, puzzles, decoding messages and
the like to get a better understanding of English as a second language.
 To determine that this technological tool becomes a didactic resource that benefits
the teaching and learning process of English as a second language.
 To demonstrate how the strategies and activities in the dictionary “Slanguage” assist
the teaching and learning process of English as a second language in the sixth level
students at the Language Center, Faculty of Education – UNACH.
3.4 FUNDAMENTALS
The main focus of the use of the interactive dictionary called “Slanguage” is to engage
and familiarize students and instructors with informal expressions in English in such a
way that they can be properly applied in real life situations.
The teaching and learning process of English as a second language requires new
methodological strategies and resources that allow people to be able to compete in a
globalized world under the policies and regulations stated by the Common European
Framework.
27
3.5 CONTENT
The Language Centre at the University of Chimborazo pretends to become a recognized
leader in the teaching of languages across the nation and be able to boost an excellent
service in different levels of human, technical, investigative and cultural formation,
where students are characterized by their motivation to learn meaningfully for their
professional and social development.
The policies stated by the Language Centre in its Art 6 literal b promote the constant
training of the teaching staff plus the increase and development of bibliographic and
technological teaching materials in close relationship with the Common European
Framework of Reference for Languages.
The Common European Framework provides a common basis for the elaboration of
language syllabuses, curriculum guidelines, examinations, textbooks, etc. across
Europe. It describes in a comprehensive way what language learners have to learn to do
in order to use a language for communication and what knowledge and skills they have
to develop so as to be able to act effectively.
The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency which allow learners’ progress to be
measured at each stage of learning and on a life-long basis.
According to the Common European Framework of Reference for Languages,
sociolinguistics is considered a component of the Communicative Language
Competence as it refers to the sociocultural conditions of language use. Therefore,
Slanguage constitutes a pedagogical resource that allows us to design interactive
activities in such a way that the sociolinguistic competence can be properly developed
by students who have English as a second language. (LITTLE, 2006).
The application of “Slanguage” that derives from the words “street” and “language”
permits to bridge the gap between standard and non-standard language by a series of
activities such as Role plays, casual conversations, follow up questions, games, and so
forth.
28
3.6 INTRODUCTION
This collection of informal expressions is mainly for learners from intermediate level,
although many of the activities can be adapted for use with beginners and advanced
proficiency learners as well. I have tried to make the book of particular relevance to
teachers and students who would like to have a handbook of a wide selection of slang
words.
3.6.1 WHAT IS SLANG?
Defining slang is not an easy task. Initially, one person may feel that slang is simply
“vulgar” English that would not appear in a standard dictionary. (SPOLSKY, 1998)
concluded that slang is a language whose use serves to mark the user as belonging to
some distinct group within society. Therefore, people who belong to more than one
group may use different slang words depending on who they are with.
In this introduction, the words in “Slanguage” are presented in bold face type, and
shortened definitions in italics are given to the interested reader. Likewise, some
examples are included in this dictionary along with a transcription of the pronunciation
of words in a non-conventional system that will allow students and to pronounce each
word correctly.
In this study, the list of slang words comes from a variety of sources. Many are derived
from the standard vocabulary with little or no chance in meaning as they may be
revivals of old standard words like “disrespect” which is no longer used as a verb. In a
reverse development, the standard adjective trendy becomes a noun which means a
person who dresses in a way that is considered in style.
Metaphors play another important role in the development of slang vocabulary. For
example, may slang words for “drunk” derive form standard words derive from standard
words meaning “damaged” or “destroyed”. Traditional sources like “Language and
Society” by Romaine, 2000 often observe that slang vocabulary is exceptionally “vivid”
since it refers to the fact that slang makes use of many novel metaphors which are
applied in a specific context. Thus, for example, oink is suggested by the familiar word
29
pig for a police officer. Slanguage also contains items derived from the initials also
called “acronyms” A true acronym is a set of initials pronounced like an ordinary word
like OTOH meaning “on the other hand”. Another common source for slang expressions
is clipping the shortening of standard words, most often from the end i.e “Most def”
meaning “most definitely”. Many slang words come from current popular culture. The
expression “Whasup?” and many other expressions were popularized by movies or
songs, something that surely influences the way of speaking of an individual.
3.6.2 OFFENSIVENESS
Many people, both students and non-students will react very strongly to certain items in
the dictionary. Let´s remember that the aim of creating “Slanguage” is to familiarize
students not only with the language but also with the culture. Therefore, such items
should be used with discretion in conversation with people one doesn´t know well.
3.6.3 THE DICTIONARY ENTRIES
The entries in “Slanguage” include an identification of the part of speech such as nouns,
verbs, adjectives, adverbs, interjections etc. Many words have more than one definition.
All of the definitions are given in Standard English. In many cases, there is a current
slang word synonym for the entry word. The pronunciation of slang words or
expressions is given trough the transcription of the word in a non-conventional phonetic
system that will allow learners who are not familiar with IPA to pronounce correctly.
Moreover, every word contains a picture that will try to induce the reader to figure out
its meaning.
A complete entry from the dictionary will show how the system works:
30
Graphic 9: Ammunition
Graphic 10: Ammunition 2
31
Activity One
“Let´s recall it”
Objective: To recall and replace standard words by slang words in context.
Directions: Rewrite the sentences by substituting the underlined words. Use slang
words and keep the meanings the same.
Variation: For some words there may probably be more than one option.
1.
Homer is drunk.
__________________________
2.
They have an old car.
___________________________
3.
It´s really cold.
____________________________
4.
Patrick is my best friend.
____________________________
5.
Take out your hat, please.
____________________________
6.
The exercise was very easy.
____________________________
7.
They sent many soldiers to Irak.
____________________________
8.
The food was delicious.
____________________________
9.
I don´t have your phone number.
____________________________
10. Photocopy this for me, please.
32
Activity One (Answer sheet)
“Let´s recall it”
1. Homer is drunk.
Homer is aped.
2. They have an old car.
They have an ark.
3. It´s really cold.
It´s really baltic.
4. Patrick is my best friend.
Patrick is my best bud.
5. Take out your hat, please.
Take out your brim.
6. The exercise was very easy.
The exercise was walkover.
7. They sent many soldiers to Irak.
They sent the crunchies to Irak.
8. The food was delicious.
The food was delish.
9. I don´t have your phone number.
I don´t have your digits.
10. Photocopy this for me, please.
Dub this for me, please.
33
Activity Two
“Stand Ark”
Objective: To recall and replace slang words by standard words in context.
Directions: Underline the slang words. Then rewrite the sentences without using any
slang.
Variation: The words may vary.
1. Take that paper and dump it.
__________________________
2. I have an eagle in my wallet.
___________________________
3. What´s your eddress?
____________________________
4. I want to flake down.
____________________________
5. Sorry, the flusher is out of order.
____________________________
6. I made a foozle.
____________________________
7. You did a good job! Give me skin.
____________________________
8. The concert was really golden.
____________________________
9. I think I grok the concept.
____________________________
10. Sam thinks her boyfriend is a gump.
____________________________
34
Activity Two (Answer sheet)
“Stand Ark”
1. Take that paper and dump it.
Take that paper and throw it.
2. I have an eagle in my wallet.
I have a dollar in my wallet.
3. What´s your eddress?
What´s your address?
4. I want to flake down.
I want to sleep.
5. Sorry, the flusher is out of order.
Sorry, the toilet is out of order.
6. I made a foozle.
I made a mistake.
7. You did a good job! Give me skin.
You did a good job! Give me five.
8. The concert was really golden.
The concert was really cool.
9. I think I grok the concept.
I think I understand the concept.
10. Sam thinks her boyfriend is a gump.
Sam thinks her boyfriend is a fool.
35
Activity Three
“Let´s rank”
Objective: To recall and label slang words in context.
Directions: Use the slang words in the box to fill in the blanks.
Variation: The pictures may vary.
hot
hungarian
Jonx
lamp
potato
Happy
living
hat
make a
jimmy
Juice
large
trick
lap
cap
hood
1. Let´s stop at the happy shop and get some ________________.
2. Messy scored a fantastic _________________.
3. Greg lives in a dangerous _________ on the Seventh Avenue.
4. That was a _______________ that Tom couldn´t find the answer.
5. Man, I´m ______________that I could eat a horse.
6. If you wanna have sex. Make sure you use a ________________.
7. Get out of my house and get your ____________ from here.
8. ______ the car for me, okay?
9. A. How ya doing? B. ________________.
10. _________________ on that chair.
36
Activity Three (Answer sheet)
“Let´s rank”
hot
hungarian
Jonx
lamp
potato
Happy
living
hat
make a
jimmy
Juice
large
trick
lap
cap
hood
1. Let´s stop at the happy shop and get some happy juice.
2. Messy scored a fantastic hat trick.
3. Greg lives in a dangerous hood on the Seventh Avenue.
4. That was a hot potato that Tom couldn´t find the answer.
5. Man, I´m hungarian that I could eat a horse.
6. If you wanna have sex. Make sure you use a jimmy cap.
7. Get out of my house and get your jonx from here.
8. Lamp the car for me, okay?
9. A. How ya doing? B. Living large.
10. Make a lap on that chair.
37
Activity Four
“Right or wrong”
Objective: To recall and label situations where slang words are considered acceptable
or unacceptable.
Directions: Sort the situations where slang is acceptable or unacceptable.
1. Newspaper article
2. Friendly e-mail
3. Textbook
4. Personal letter
5. Jokes
6. Business e-mail
7. Job interviews
8. Conversation with a friend
9. Conversation with the president
10. Speech in an auditory.
11. Conversation at a party.
12. Writing your thesis dissertation
13. Television commercials
14. Applying for a visa
15. T-shirt wording
ACCEPTABLE
UNACCEPTABLE
38
Activity Four (Answer sheet)
“Right or wrong”
1. Newspaper article
2. Friendly e-mail
3. Textbook
4. Personal letter
5. Jokes
6. Business e-mail
7. Job interviews
8. Conversation with a friend
9. Conversation with the president
10. Speech in an auditory.
11. Conversation at a party.
12. Writing your thesis dissertation
13. Television commercials
14. Applying for a visa
15. T-shirt wording
ACCEPTABLE
UNACCEPTABLE
Conversation with a friend
Applying for a visa
T-shirt wording
Conversation with the president
Television commercials
Business e-mail
Conversation at a party
Job interviews
Friendly e-mail
Writing your thesis dissertation
Textbook
Speech in an auditory.
Personal letter
Textbook
Jokes
Newspaper article
39
Activity Five
“Guess what?”
Objective: To recall slang words in a pair work.
Directions: 1. Fold the right part of the paper so you can´t see the answers. 2. Write the
correct answer in the space below each question. 3. When done, fold the paper back to
paircheck your answers.
Variation: The words may vary.
Fold here
What´s nothing in English?
What´s an ambulance in English?
What´s a computer geek in English?
Zilch
A meat wagon
A mouse potato
What´s a very tall man in English?
A neanderthal
What´s a family car in English?
A nerd mobile
What´s a person who loves snacks in English?
What´s a microwave in English?
What´s on the other hand in English?
What´s clothes in English?
What´s Oh my God! in English?
A nosher
A nuker
OTOH
outfit
OMG / Oh Gosh!
40
Activity Five (Answer sheet)
“Guess what?”
Fold here
What´s nothing in English?
What´s an ambulance in English?
What´s a computer geek in English?
Zilch
A meat wagon
A mouse potato
What´s a very tall man in English?
A neanderthal
What´s a family car in English?
A nerd mobile
What´s a person who loves snacks in English?
What´s a microwave in English?
What´s on the other hand in English?
What´s clothes in English?
What´s Oh my God! in English?
A nosher
A nuker
OTOH
outfit
OMG / Oh Gosh!
41
Activity Six
“My body buddy”
Objective: To recall and label slang words in a human body and write a sentence with
each one.
Directions: Label the parts of the body using slang words.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________________________________________
42
Activity Six (Answer sheet)
“My body buddy”
Idea box
brights
smeller
grabber
hams
crunchers
My crunchers and my hams hurt.
Wash your grabbers now!
My smeller is running.
I used my idea box to get the answer.
Something is inside my brights.
43
Activity Seven
“Piccies”
Objective: To recall and match slang words with the corresponding picture.
Directions: Match the picture with the corresponding slang word
Variation: The pictures may vary.
telly
spyware
antsy
wrench
water cheeks
surf the net
swamped
44
Activity Seven (Answer sheet)
“Piccies”
telly
spyware
antsy
wrench
water cheeks
surf the net
swamped
45
Activity Eight
“Hot potato”
Objective: To recall and use slang words in a puzzle.
Directions: Complete the crossword puzzle using slang words. Then write a sentence
with each slang word.
Variation: The words may vary.
4
7
1
5
6
2
3
Across
1. A fight
2. One dollar bill
3. Family or relatives
Down
4. A child
5. Drunk
6. An inept person
7. An attractive woman
_______________________________________________________________________
_______________________________________________________________________
46
Activity Eight (Answer sheet)
“Hot potato”
4
1
r
7
u
m
b
u
a
g
b
5
e
a
2
r
a
3
l
t
r
i
b
e
6
g
l
p
o
e
s
d
e
e
r
Across
1. A fight
2. One dollar bill
3. Family or relatives
Down
4.
5.
6.
7.
A child
Drunk
An inept person
An attractive woman
Those guys started a rumble at the bar.
I just got an eagle man in my pocket.
They´re my tribe dude.
It´s just a rug rat pal.
I got aped at the party.
Look at that babe over there!
47
Activity Nine
“Mime man”
Objective: To mime slang words in context and practice pronunciation.
Directions: Variation 1: One student mimes some slang words and the rest guess their
name with the appropriate pronunciation.
Variation 2: One student mimes or draws some slang words and another student gives
the definition of the given words. The words and pictures may vary.
48
Activity Nine (Answer sheet)
“Mime man”
rack = ruák
plastic = plastic
pillowed = pilowd
delish = delish
no sweat = no sueyt
muggle = mágol
49
Activity Ten
“Flash on”
Objective: To recall and write a crazy story using slang words.
Directions: Write a crazy story using slang that is common to you. Underline the slang
terms. Share your story to the class.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________________________
50
Activity Ten (Answer sheet)
“Flash on”
One day some crunchies went to a draft board to have a foam. After two hours drinking,
they were gooned and started a dust up because they saw a babe. In the end, all of them
were nicked, an oink took them to the house of many doors and the babe watered her
cheeks.
51
Activity Eleven
“Blix the Pix, please”
Objective: To see a picture, identify and define the slang word and pronounce it
correctly.
Directions: One student puts a picture of any slang word in an envelope and then
gradually pulls out a very small part of it and asks a partner to try to identify and define
it. Words and pictures may vary.
Student 1. What´s the slang for this?
Student 2:
Student 1 How do you pronounce it?
Student 2:
Student 1 What does it mean?
Student 2 It means ______
Student 1. What´s the slang for this?
Student 2 pig mobile
Student 1 How do you pronounce it?
Student 2:
Student 1 What does it mean?
Student 2 It means _________
52
Activity Eleven (Answer sheet)
Student 1. What´s the slang for this?
Student 2 Mingy / Miffed
Student 1 How do you pronounce it?
Student 2 (mingui / mift)
Student 1 What does it mean?
Student 2 It means angry.
Student 1. What´s the slang for this?
Student 2 pig mobile
Student 1 How do you pronounce it?
Student 2 (pig mobail)
Student 1 What does it mean?
Student 2 It means a police car
53
Activity Twelve
“Real-ation”
Objective: To imagine and explain the relationship between pictures.
Directions: Take two pictures and ask students to suggest a connection between them.
Variation: If you wish, organize a competition in groups to find the most reasonable
connection and the craziest connection.
Example:
54
Activity Twelve (Answer sheet)
“Real-ation”
Example:
Student 1. The pig mobile is going to the pig heaven to report an assault.
Student 2. The pig mobile is going home to unlax.
Student 3. The pig mobile is leaving the pig heaven to capture a doink.
Student 4. The blister foot doesn´t want to work.
55
Activity Thirteen
“Be a Dickens”
Objective: To make up a story by using slang words in groups.
Directions: Ask pairs or groups to invent a story making use of the pictures in whatever
order they prefer. Then they share their stories to their classmates.
crunchies
draft board
babe
a foam
nicked
house of many doors
dust up
gooned
water cheeks
56
Activity Thirteen (Answer sheet)
“Be a Dickens”
crunchies
draft board
babe
a foam
nicked
house of many doors
dust up
gooned
water cheeks
Example: One day some crunchies went to a draft board to have a foam. After two
hours drinking, they were gooned and started a dust up because they saw a babe. In the
end, all of them were nicked, an oink took them to the house of many doors and the
babe watered her cheeks.
57
Activity Fourteen
“Spyware”
Objective: To decode a message by discovering slang words in context.
Directions: Ask students to decode a hidden message by replacing numbers with letters.
Number 1 represents A
Number 2 represents B, etc. etc.
1
2
3
4
5
6
7
8
9
10
11
12
13
A
B
C
D
E
F
G
H
I
J
K
L
M
14
15
16
17
18
19
20
21
22
23
24
25
26
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
20 -8- 5
20-8-5
15-9-14-11
16-9-7
9-19
7-15-9-14-7
8-5-1-22-5-14 23-9-20-8
20-15
1
2-9-20-5-18
Rewrite the message here:
______________________________________________________________________
______________________________________________________________________
Rewrite the message by replacing slang words for standard words.
______________________________________________________________________
______________________________________________________________________
58
Activity Fourteen (Answer sheet)
“Spyware”
Number 1 represents A
Number 2 represents B, etc. etc.
1
2
3
4
5
6
7
8
9
10
11
12
13
A
B
C
D
E
F
G
H
I
J
K
L
M
14
15
16
17
18
19
20
21
22
23
24
25
26
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
20 -8- 5
20-8-5
15-9-14-11
16-9-7
9-19
7-15-9-14-7
8-5-1-22-5-14 23-9-20-8
20-15
1
2-9-20-5-18
Rewrite the message here:
The oink is going to the pig heaven with a bitter.
Rewrite the message by replacing slang words for standard words.
The police officer is going to the police station with a thief.
59
Activity Fifteen
“Mr. Beango”
Objective: To listen to descriptive language and identify what is being described.
Directions: 1. The teacher writes down 25 slang words on the board.
2. The students divide a paper into four parts to make a bingo grid.
3. Ask the students to choose and write down four of the words from the board.
4. Call out definitions of the slang words in random order and the students cross out
items on their list as they hear the corresponding definitions.
Example: if the word is is “fugly” you may say: It´s a fat an ugly woman you saw on
Tv.
Learners with the word “fugly” on their list should cross it off.
The first learner to hear his or her four slang words is the winner.
BINGO GRID
fugly
rack
happy shop
zebra
60
Activity Fifteen (Answer sheet)
“Mr. Beango”
Example: if the word is is “fugly” you may say: It´s a fat an ugly woman you saw on
Tv.
Learners with the word “fugly” on their list should cross it out.
The first learner to hear his or her four slang words is the winner.
BINGO GRID
fugly
rack
happy shop
zebra
BINGO!!
61
Activity Sixteen
“Slnag Wrdos”
Objective: To improve spelling by having students correct scrambled words.
Directions: Ask students to unscramble slang words and write the definition of each.
tuzy
yutz
meaning: idiot, fool
puswu? ________ meaning: ______________________
dday __________ meaning: ______________________
ochckre ________ meaning:_______________________
dnak ___________ meaning:______________________
ecdeu __________ meaning:______________________
idm ___________ meaning: ______________________
fornst__________ meaning: _______________________
62
Activity Sixteen (Answer sheet)
“Slnag Wrdos”
tuzy
yutz
meaning: idiot, fool
puswu?
Wusup?
meaning: How are you?
dday
addy
meaning: address
ochckre
chocker
meaning: a cigarette
dnak
dank
meaning: very good
ecdeu
deuce
meaning: the devil
idm
dim
meaning: the night
fornst
fronts
meaning: a sport jacket
63
Activity Seventeen
“a-e-i-o-u”
Objective: To provide spelling practice by having students supply missing vowels from
slang words. Then the students give the definition of each word.
Directions: the teacher writes words on the blackboard but leaves out the vowels. The
students must supply them.
Example:
FL_K_ D_WN
FLAKE DOWN
meaning:
to sleep
_NT_RN_T
______________
meaning:
__________
J_ LL _ _N
______________
meaning:
__________
K_ _ K _ SH
______________
meaning:
__________
L _ N_ S
______________
meaning:
__________
64
Activity Seventeen (Answer sheet)
“a-e-i-o-u”
Example:
FL_K_ D_WN
FLAKE DOWN
meaning:
to sleep
_NT_RN_T
INTERNUT
meaning:
addicted to internet
J_ LL _ _N
JILLION
meaning:
million, abundance
K_ _ K _ SH
KOOKISH
meaning:
eccentric
L _ N_ S
LINES
meaning:
a conversation
65
Activity Eighteen
“I´m a vivor”
Objective: To stimulate open discussion by responding either individually or in small
groups to an imaginative situation using slang words.
Directions: the teacher presents a slide that says: “Imagine you are on a ship in the
Pacific Ocean. Suddenly, the ship strikes a reef but does not sink immediately. Nearby
there is a uninhabited island. You have a lifeboat and plan to go to the island. Before
you leave the ship, you must fill the lifeboat with only the essential things from the
following categories. Choose carefully.
At the next class meeting, the students will discuss their choices, giving good reasons
for Having selected them. There is no right or wrong answers.
Ammunition 1 -2
An axe
A brim
Cat soup
A pair of cheaters
10 chockers
A pair of earth pads
A glock
8 greenies
A licorice pizza
A pair of snippers
A nuker
A box of pimp steaks
A plastic
A shank
66
Activity Eighteen (Answer sheet)
“I´m a vivor”
In my opinion I would need a pair of earth pads because I might hurt my feet walking
without protection. Also I think I would need a shank as there may probably be many
things that I need to cut in order to make a shelter or a new boat……
67
Activity Nineteen
“Mad Libs”
Objective: To write a postcard using slang words.
Directions: Write slang words next to 1-14 and then insert them into the postcard
according to the numbers
1. How are you? _____________________
2. A beautiful woman __________________
3. The night _________________
4. A beer ____________________
5. Spaghetti ______________________
6. Waste time ____________________________
7. excellent ____________________
8. To be hungry _______________________
9. Mc Donald’s _______________________
10. Yes _____________________
11. Delicious __________________
12. Celebration with beers _________________________
13. A conversation ____________________
14. Good bye/ See you later
Hi, Mark ___________________(1)
Yesterday, in the_______________(3) I was ___________________downtown (6)
when suddenly I saw a ________________. (2) I approached to her, had
some____________(13) and asked her if she´s ________________(8) She said
_________________(10) so I invited her to _________________ (9) The food there
was_______________.(11)
We
ate
__________________(5)
and
drank
a
___________________(4) Then , we went to a __________________(12) We had a
very good time there.. Everything was _______________(7)
____________ (14), Chuck
68
Activity Nineteen (Answer sheet)
“Mad Libs”
1.
How are you? : Wassap?
2.
A beautiful woman: babe
3.
The night: the dim
4.
A beer: a foam
5.
Spaghetti: worms in blood
6.
Waste time: hack around
7.
Excellent: golden
8.
To be hungry: hungarian
9.
Mc Donald’s: Mcd´s
10. Yes!: Hell Yeah!
11. Delicious: delish
12. Celebration with beers: hopfest
13. A conversation: lines
14. Good bye/ See you later: Laters
Hi, Mark Whassap? (1)
Yesterday, in the dim (3) I was hacking around downtown (6) when suddenly I saw a
babe. (2) I approached to her, had some lines (13) and asked her if she´s hungarian. (8)
She said hell yeah! (10) so I invited her to MCd´s. (9) The food there was delish.(11)
We ate worms in blood (5) and drank a foam (4) Then , we went to a hopfest. (12) We
had a very good time there.. Everything was golden. (7)
Laters (14), Chuck
69
Activity Twenty
“Matching”
Objective: To match slang words with the corresponding definition
Directions: Read the sentences a-f and match the underlined slang words to the
corresponding definition 1-6.
a) He was really aggro after getting a low score
b) Carl was surfing the net to find the info.
c) I took my car to the wrench.
d) She cannot use the computer. She´s just a muggle.
e) Don´t be so harsh man!
f) Mark is just a gueeb.
1. A person unable to use a computer
2. Annoyed, irritated
3. To navigate on the web
4. A mechanic
5. A studious person
6. A rude person
70
Activity Twenty (Answer sheet)
“Matching”
a. He was really aggro after getting a low score
2
b. Carl was surfing the net to find the info. 3
c. I took my car to the wrench. 4
d. She cannot use the computer. She´s just a muggle. 1
e. Don´t be so harsh man! 6
f. Mark is just a gueeb. 5
1. A person unable to use a computer
2. Annoyed, irritated
3. To navigate on the web
4. A mechanic
5. A studious person
6. A rude person
71
3.7 OPERABILITY
Chart No.3. 1 Operability
ACTIVITIES
OBJECTIVES
METHODOLOGICAL
STRATEGIES
DATE
RESPONSIBLE
BENEFICIARIES
To organize the
alternative proposal
To request the authorization
to apply the proposal
Prepare the dictionary
Sep 2015
Fernando Barriga
Educators
Design the dictionary
Students
Apply the dictionary
Fernando Barriga
To deliver the alternative
proposal
To deliver the interactive
dictionary to the Language
Center, Faculty of
Education at UNACH
represented by Dr. Myriam
Trujillo.
To deliver the interactive dictionary
to the Language Center, Faculty of
Education at UNACH represented
by Dr. Myriam Trujillo.
Oct 2015
Control and supervision
during the application of
the alternative proposal
Supervise the application of
the alternative proposal.
Reporting the results during the
application of the alternative
proposal.
Oct 2015
Evaluate the alternative
proposal
Certify that the objectives
have been accomplished.
Observe the students´progress
Jan 2016
Authorities
Educators
Fernando Barriga
Students
Fernando Barriga
Educators
Students
By: BARRIGA. Luis. UNACH 2016
86
72
73
87
CHAPTER IV
4. PRESENTATION AND DISCUSSION OF RESULTS
4.1. ANALYSIS AND INTERPRETATION OF RESULTS
4.1.1
ANALYSIS
AND
INTERPRETATION
OF
RESULTS
BEFORE
“SLANGUAGE”
1.- Recalls and replaces standard words with slang words.
Chart No.4. 1 Recalls and replaces standard words with slang words
HIGH
MEDIUM
LOW
0
1
29
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4. 1 Recalls and replaces standard words with slang words
Recalls and replaces slang words with standard words
0%
3%
High
97%
Medium
Low
SOURCE: CHART N.4.4
By: BARRIGA, Luis UNACH 2016
a) Analysis.
It can be observed that 29 students cannot recall and replace standard words with
standard words over a single student who was capable to do it.
b) Interpretation
It can be said that there is a difficulty to identify, and replace standard words with slang
words. Consequently, it is evident that the students do not have control over informal
expressions.
73
2.- Recalls and replaces slang words with synonyms.
Chart No.4. 2 Indicator 2 Recalls and replaces slang words with synonyms
HIGH
MEDIUM
LOW
0
0
30
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.2 Indicator 2 Recalls and replaces slang words with synonyms
Recalls and replaces slang words with synonyms
0%
0%
high
medium
100%
low
SOURCE: CHART N.4.5
By: BARRIGA, Luis UNACH 2016
a) Analysis
It can be observed that the total population cannot replace slang words with words they
already know.
b) Interpretation
It is evident that the students have not acquired a basic knowledge of slang words along
their schooling.
74
3.- Identifies and labels slang words in context.
Chart No.4. 3 Indicator 3 Identifies and labels slang words in context
HIGH
MEDIUM
LOW
0
0
30
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.3 Indicator 3 Identifies and labels slang words in context
Identifies and labels slang words in context
0%
0%
high
medium
100%
low
SOURCE: CHART N.4.6
By: BARRIGA, Luis UNACH 2016
a) Analysis
A hundred percent of the students do not identify and label slang words in a context.
b) Interpretation.
It can be noted a deficiency to identify and label slang words in context.
75
4.- Differentiates situations where slang words are acceptable or unacceptable.
Chart No.4. 4 Indicator 4 Differentiates situations where slang words are
acceptable or unacceptable
HIGH
MEDIUM
LOW
7
9
14
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at
UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.4 Indicator 4 Differentiates situations where slang words are
acceptable or unacceptable
Differentiates situations where slang words are acceptable or
unacceptable
47%
23%
30%
high
medium
low
SOURCE: CHART N.4.7
By: BARRIGA, Luis UNACH 2016
a) Analysis
A 47% of the students struggle at the moment to differentiate situations where slang
words are acceptable or unacceptable.
b) Interpretation.
Students struggle at the moment to differentiate situations where slang words are
acceptable or unacceptable.
76
5.- Remembers slang words in a pair work exercise.
Chart No.4. 5 Indicator 5 Remembers slang words in a pair work exercise
HIGH
MEDIUM
LOW
5
5
20
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.5 Indicator 5 Remembers slang words in a pair work exercise
Remembers slang words in a pair work exercise
high
16%
medium
17%
low
67%
SOURCE: CHART .7.4
By: BARRIGA, Luis UNACH 2016
a) Analysis
67% of the students cannot use slang words in a pair work exercise
b) Interpretation
The students face problems when trying to use slang words in a pair work exercise.
77
6.- Discriminates slang words and match them to the right picture.
Chart No.4. 6 Indicator 6 Discriminates slang words and match them to the right
picture
HIGH
MEDIUM
LOW
2
1
27
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.6 Indicator 6 Discriminates slang words and match them to the
right picture
Discriminates slang words and match them to the right picture
7%
3%
high
90%
medium
low
SOURCE: CHART N.4.9
By: BARRIGA, Luis UNACH 2016
a) Analysis
90% of the students cannot discriminate slang words and match them to the right
picture.
b) Interpretation
Some problems to discriminate slang words to be connected to the right picture are
evidenced.
78
7.- Completes a crosswords puzzle by using slang words.
Chart No.4. 7 Indicator 7 Completes a crosswords puzzle by using slang words
HIGH
MEDIUM
LOW
3
1
26
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.7 Indicator 7 Complete a crossword puzzle by using slang words
Completes a crosswords puzzle by using slang words
10%
3%
high
medium
87%
low
SOURCE: CHART N.4.10
By: BARRIGA, Luis UNACH 2016
a) Analysis
87% of the students cannot complete a crossword puzzle by using slang words.
b) Interpretation.
In spite of the definitions and pictures presented to the students, they cannot complete a
crossword puzzle by using slang words.
79
8.- Mimes slang words and guess the pronunciation of slang words.
Chart No.4. 8 Indicator 8 Mimes slang words and guess the pronunciation of slang
words
HIGH
MEDIUM
LOW
4
2
24
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.8 Indicator 8 Mimes slang words and guess the pronunciation of
slang words
Mimes slang words and guess the pronunciation of slang words
13%
7%
high
medium
80%
low
SOURCE: CHART N.4.11
By: BARRIGA, Luis UNACH 2016
a) Analysis
80% of the students are not capable to mime and pronounce slang words correctly.
b) Interpretation
The students are not capable to mime and pronounce slang words correctly.
80
9.- Makes up a story by using slang words and shares it to the class.
Chart No.4. 9 Indicator 9 Makes up a story by using slang words and shares it to
the class
HIGH
MEDIUM
LOW
0
1
29
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.9 Indicator 9 Makes up story by using slang words and shares it to
the class
Make up a story using slang
0%
3%
High
Medium
97%
Low
SOURCE: CHART N.4.12
By: BARRIGA, Luis UNACH 2016
a) Análisis.
90% of the students cannot make up a story by using slang words.
b) Interpretación.
The majority of students struggle when trying to invent a story using slang words.
81
10.- Defines slang words and distinguishes the pronunciation of the words.
Chart No.4. 10 Indicator 10 Defines slang words and distinguishes the
pronunciation of the words
HIGH
MEDIUM
LOW
2
1
27
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.10 Indicator 10 Defines slang words and distinguishes the
pronunciation of the words
Defines slang words and distinguishes the pronunciation of the
words.
7%
3%
high
90%
medium
low
SOURCE: CHART N.4.13
By: BARRIGA, Luis UNACH 2016
a) Analysis
90% of the students cannot define slang words and distinguish their pronunciation.
b) Interpretation.
The majority of the students are not able to define slang words and distinguish their
pronunciation.
82
11. - Imagines and explains the relationship between pictures using slang words.
Chart No.4. 11 Indicator 11 Imagines and explains the relationship between
pictures using slang words
HIGH
MEDIUM
LOW
0
0
30
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.11 Indicator 11 Imagines and explains the relationship between
pictures using slang words
Imagines and explains the relationship between pictures
using slang words
0%
0%
High
100%
Medium
Low
SOURCE: CHART N.4.14
By: BARRIGA, Luis UNACH 2016
c) Analysis
100% of the students cannot neither imagine nor explain the relationship between
pictures using slang words.
d) Interpretation.
100% of the students cannot neither imagine nor explain the relationship between
pictures using slang words so they need more exposure to common informal language.
83
12. - Decodes and discovers a message that contains slang words.
Chart No.4. 12 Indicator 12 Decodes and discovers a message that contains slang
words
HIGH
MEDIUM
LOW
0
5
25
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.12 Indicator 12 Decodes and discover a message that contains slang
words
Decodes and discovers a message that contains slang words
0%
17%
High
Medium
83%
Low
SOURCE: CHART N.4.15
By: BARRIGA, Luis UNACH 2016
a) Analysis.
83% of the students cannot decode and discover a message that contains slang words
over 17% of them who can do it in a medium level.
b) Interpretation
The majority of the students are not able to cannot decode and discover a message that
contains slang words.
84
13. - Listens to slang words and plays a game.
Chart No.4. 13 Indicator 13 Listens to slang words and plays a game
HIGH
MEDIUM
LOW
2
1
27
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.13 Indicator 13 Listen to slang words and plays a game
Listens to slang words and plays a game
7%
3%
high
medium
90%
low
SOURCE: CHART N.4.16
By: BARRIGA, Luis UNACH 2016
a) Analysis
90% of the students cannot listen to slang words and play a game.
b) Interpretation.
The majority of the students are not able to listen to slang words and play a game.
85
14. - Unscrambles slang words and provides an accurate definition.
Chart No.4. 14 Indicator 14 Unscrambles slang words and provides an accurate
definition
HIGH
MEDIUM
LOW
3
4
23
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.14 Indicator 14 Unscrambles slang words and provides an accurate
definition
Unscrambles slang words and provides an accurate
definition
10%
13%
high
77%
medium
low
SOURCE: CHART N.4.17
By: BARRIGA, Luis UNACH 2016
a) Analysis
77% of the students cannot unscramble and define slang words.
b) Interpretation.
The majority of the students cannot unscramble and define slang words
86
Chart No.4. 15 Results obtained before the application of “Slanguage”
High
Medium
Low
1.- Recalls and replaces standard words with slang words.
0
1
29
2.- Recalls and replaces slang words with synonyms.
0
0
30
3.- Identifies and labels slang words in context.
0
0
30
4.- Differentiates situations where slang words are acceptable or
7
9
14
5.- Remembers slang words in a pair work exercise.
5
5
20
6.- Discriminates slang words and match them to the right picture
2
1
27
7.- Completes a crosswords puzzle by using slang words.
3
1
26
8.- Mimes slang words and guess the pronunciation of slang
4
2
24
0
1
29
2
1
27
0
0
30
12.- Decodes and discovers a message that contains slang words.
0
5
25
13.- Listens to slang words and plays a game.
2
1
27
14.- Unscrambles slang words and provides an accurate
3
4
23
INDICATORS
unacceptable.
words.
9.- Makes up a story by using slang words and shares it to the
class.
10.- Defines slang words and distinguishes the pronunciation of
the words.
11.- Imagines and explains the relationship bewteen pictures
using slang words.
definition.
SOURCE: Observation Checklist
By: BARRIGA Luis. UNACH 2016
87
4.1.2.
ANALYSIS
AND
INTERPRETATION
OF
RESULTS
AFTER
“SLANGUAGE”
1.- Recalls and replaces standard words with slang words.
Chart No.4. 16 Indicator 1 Recalls and replaces standard words with slang words
HIGH
MEDIUM
LOW
27
1
2
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.15 Indicator 1 Recalls and replaces standard words with slang words
Recalls and replaces slang words with standard words
3%
7%
High
Medium
90%
Low
SOURCE: CHART N.4.4
By: BARRIGA, Luis UNACH 2016
a) Analysis.
It can be observed that 29 students cannot recall and replace standard words with
standard words over a single student who was capable to do it.
b) Interpretation
It can be said that there is a difficulty to identify, and replace standard words with slang
words. Consequently, it is evident that the students do not have control over informal
expressions.
88
2.- Recalls and replaces slang words with synonyms.
Chart No.4. 17 Indicator 2 Recalls and replaces slang words with synonyms
HIGH
MEDIUM
LOW
28
1
1
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.16 Indicator 2 Recalls and replaces slang words with synonyms
Recalls and replaces slang words with synonyms
3% 3%
high
medium
94%
low
SOURCE: CHART N.4.5
By: BARRIGA, Luis UNACH 2016
a) Analysis
It can be observed that the total population cannot replace slang words with words they
already know.
b) Interpretation
It is evident that the students have not acquired a basic knowledge of slang words along
their schooling.
89
3.- Identifies and labels slang words in context.
Chart No.4. 18 Indicator 3 Identifies and labels slang words in context
HIGH
MEDIUM
LOW
27
2
1
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.17 Indicator 3 Identifies and labels slang words in context
Identifies and labels slang words in context
3%
7%
high
medium
90%
low
SOURCE: CHART N.4.6
By: BARRIGA, Luis UNACH 2016
a) Analysis
A hundred percent of the students do not identify and label slang words in a context.
b) Interpretation.
It can be noted a deficiency to identify and label slang words in context.
90
4.- Differentiates situations where slang words are acceptable or unacceptable.
Chart No.4. 19 Indicator 4 Differentiates situations where slang words are
acceptable or unacceptable
HIGH
MEDIUM
LOW
30
0
0
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.18 Indicator 4 Differentiates situations where slang words are
acceptable or unacceptable
Differentiates situations where slang words are
acceptable or unacceptable
high
medium
100%
low
SOURCE: CHART N.4.7
By: BARRIGA, Luis UNACH 2016
a) Analysis
A 47% of the students struggle at the moment to differentiate situations where slang
words are acceptable or unacceptable.
b) Interpretation.
Students struggle at the moment to differentiate situations where slang words are
acceptable or unacceptable.
91
5.- Remembers slang words in a pair work exercise.
Chart No.4. 20 Indicator 5 Remembers slang words in a pair work exercise
HIGH
MEDIUM
LOW
25
4
1
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.19 Indicator 5 Remembers slang words in a pair work exercise
Remembers slang words in a pair work exercise
low
3%
medium
14%
high
83%
SOURCE: CHART .7.4
By: BARRIGA, Luis UNACH 2016
a) Analysis
67% of the students cannot use slang words in a pair work exercise
b) Interpretation
The students face problems when trying to use slang words in a pair work exercise.
92
6.- Discriminates slang words and match them to the right picture.
Chart No.4. 21 Indicator 6 Discriminates slang words and match them to the right
picture
HIGH
MEDIUM
LOW
29
1
0
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.20 Indicator 6 Discriminates slang words and match them to the
right picture
Discriminates slang words and match them to the right
picture
3%
high
medium
97%
low
SOURCE: CHART N.4.9
By: BARRIGA, Luis UNACH 2016
a) Analysis
90% of the students cannot discriminate slang words and match them to the right
picture.
b) Interpretation
Some problems to discriminate slang words to be connected to the right picture are
evidenced.
93
7.- Completes a crosswords puzzle by using slang words.
Chart No.4. 22 Indicator 7 Completes a crosswords puzzle by using slang words
HIGH
MEDIUM
LOW
28
1
1
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.21 Indicator 7 Completes a crossword puzzle by using slang words
Completes a crosswords puzzle by using slang words
4%
3%
high
medium
93%
low
SOURCE: CHART N.4.10
By: BARRIGA, Luis UNACH 2016
a) Analysis
87% of the students cannot complete a crossword puzzle by using slang words.
b) Interpretation.
In spite of the definitions and pictures presented to the students, they cannot complete a
crossword puzzle by using slang words.
94
8.- Mimes slang words and guess the pronunciation of slang words.
Chart No.4. 23 Indicator 8 Mimes slang words and guess the pronunciation of
slang words
HIGH
MEDIUM
LOW
26
3
1
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.22 Indicator 8 Mimes slang words and guess the pronunciation of
slang words
Mimes slang words and guess the pronunciation of slang words
3%
10%
high
medium
87%
low
SOURCE: CHART N.4.11
By: BARRIGA, Luis UNACH 2016
a) Analysis
80% of the students are not capable to mime and pronounce slang words correctly.
b) Interpretation
The students are not capable to mime and pronounce slang words correctly.
95
9.- Makes up a story by using slang words and shares it to the class.
Chart No.4. 24 Indicator 9 Makes up a story by using slang words and shares it to
the class
HIGH
MEDIUM
LOW
18
10
2
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.23 Indicator 9 Make up a story using slang
Make up a story using slang
7%
33%
High
60%
Medium
Low
SOURCE: CHART N.4.12
By: BARRIGA, Luis UNACH 2016
a) Análisis.
90% of the students cannot make up a story by using slang words.
b) Interpretación.
The majority of students struggle when trying to invent a story using slang words.
96
10.- Defines slang words and distinguishes the pronunciation of the words.
Chart No.4. 25 Indicator 10 Defines slang words and distinguishes the
pronunciation of the words
HIGH
MEDIUM
LOW
25
4
1
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.24 Indicator 10 Define slang words and distinguishes the
pronunciation of the words
Defines slang words and distinguishes the pronunciation of the
words.
14%
3%
high
83%
medium
low
SOURCE: CHART N.4.13
By: BARRIGA, Luis UNACH 2016
a) Analysis
90% of the students cannot define slang words and distinguish their pronunciation.
b) Interpretation.
The majority of the students are not able to define slang words and distinguish their
pronunciation.
97
11. - Imagines and explains the relationship between pictures using slang words.
Chart No.4. 26 Indicator 11 Imagines and explains the relationship between
pictures using slang words
HIGH
MEDIUM
LOW
27
2
1
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.25 Indicator 11 Imagines and explains the relationship between
pictures using slang words
Imagines and explains the relationship between
pictures using slang words
3%
7%
High
Medium
Low
90%
SOURCE: CHART N.4.14
By: BARRIGA, Luis UNACH 2016
a) Analysis
100% of the students cannot neither imagine nor explain the relationship between
pictures using slang words.
b) Interpretation.
100% of the students cannot neither imagine nor explain the relationship between
pictures using slang words so they need more exposure to common informal language.
98
12. - Decodes and discovers a message that contains slang words.
Chart No.4. 27 Indicator 12 Decodes and discovers a message that contains slang
words
HIGH
MEDIUM
LOW
26
3
1
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.26 Indicator 12 Decodes and discovers a message that contains slang
words
Decodes and discovers a message that contains slang words
10%
3%
High
Medium
87%
Low
SOURCE: CHART N.4.15
By: BARRIGA, Luis UNACH 2016
a) Analysis
83% of the students cannot decode and discover a message that contains slang words
over 17% of them who can do it in a medium level.
b) Interpretation
The majority of the students are not able to cannot decode and discover a message that
contains slang words.
99
13. - Listens to slang words and plays a game.
Chart No.4. 28 Indicator 13 Listens to slang words and plays a game
HIGH
MEDIUM
LOW
25
4
1
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4.27 Indicator 13 Listens to slang words and plays a game
Listens to slang words and plays a game
14%
3%
high
83%
medium
low
SOURCE: CHART N.4.16
By: BARRIGA, Luis UNACH 2016
a) Analysis
90% of the students cannot listen to slang words and play a game.
b) Interpretation.
The majority of the students are not able to listen to slang words and play a game.
.
100
14. - Unscrambles slang words and provides an accurate definition.
Chart No.4. 29 Indicator 14 Unscrambles slang words and provides an accurate
definition
HIGH
MEDIUM
LOW
24
5
1
TOTAL
30
Source: Observation sheet aimed at the sixth level students at the Language Center at UNACH.
By: BARRIGA, Luis UNACH 2016
Graphic No.4. 28 Indicator 14 Unscrambles slang words and provides an accurate
definition
Unscrambles slang words and provides an accurate
definition
17%
3%
high
80%
medium
low
SOURCE: CHART N.4.17
By: BARRIGA, Luis UNACH 2016
a) Analysis
77% of the students cannot unscramble and define slang words.
b) Interpretation.
The majority of the students cannot unscramble and define slang words
101
Chart No.4. 30 Results obtained after the application of “Slanguage”
High
Medium
Low
1.- Recalls and replaces standard words with slang words.
27
1
2
2.- Recalls and replaces slang words with synonyms.
28
1
1
3.- Identifies and labels slang words in context.
27
2
1
4.- Differentiates situations where slang words are acceptable or
30
0
0
5.- Remembers slang words in a pair work exercise.
25
4
1
6.- Discriminates slang words and match them to the right picture
29
1
0
7.- Completes a crosswords puzzle by using slang words.
28
1
1
8.- Mimes slang words and guess the pronunciation of slang
26
3
1
18
10
2
25
4
1
27
2
1
12.- Decodes and discovers a message that contains slang words.
26
3
1
13.- Listens to slang words and plays a game.
25
4
1
14.- Unscrambles slang words and provides an accurate
24
5
1
INDICATORS
unacceptable.
words.
9.- Makes up a story by using slang words and shares it to the
class.
10.- Defines slang words and distinguishes the pronunciation of
the words.
11.- Imagines and explains the relationship between pictures
using slang
definition.
SOURCE: Observation Checklist
By: BARRIGA, Luis UNACH 2016
4.2 TESTING THE HYPOTHESIS
The Pearson product-moment correlation coefficient referred to Pearson’s r has been
used to test the hypotheses.
Formula:
(
√( (
)
)
(
(
)(
) )( (
)
)
(
) )
102
4.2.1 Testing of the Specific Hypothesis 1
The use of synonyms boosts the interaction and the sociolinguistic comprehension of
the English language aimed at the sixth level students in the Language Center, Faculty
of Education at UNACH.
Chart No.4. 31 Testing of the Specific Hypothesis 1
X
472
HYPOTHESIS N.- 1
The use of synonyms
XY
400728
Y
849
X2
222784
Y2
720801
Source: Research
By: BARRIGA Luis UNACH 2016
(
√( (
(
)
(
√( (
)
)
(
(
)(
) )( (
)
(
)) ( (
)
)
(
)(
) )
)
)
(
))
It has been proven that the interactive dictionary “Slanguage” uses synonyms that boost
the interaction and the sociolinguistic comprehension of English in the sixth year
students of the Language Center, Faculty of Education at UNACH.
103
4.2.2 Testing of the Specific Hypothesis 2
The application of simple and brief definitions improves the interaction and the
sociolinguistic comprehension of the English language aimed at the sixth level students
in the Language Centre, Faculty of Education at UNACH.
Chart No.4. 32 Testing of the Specific Hypothesis 2
X
156
HIPÓTESIS N.- 2
The application of simple and brief definitions
Y
XY
X2
289
45084
24336
Y2
83521
Source: Research
By: BARRIGA Luis UNACH 2016
(
√( (
(
)
(
√( (
)
)
(
(
)(
) )( (
)
(
)) ( (
)
)
(
)(
)
)
) )
(
))
It has been proven that the interactive dictionary “Slanguage” applies simple and brief
definitions that improve the interaction and the sociolinguistic comprehension of the
English language in the sixth level students in the Language Center, Faculty of
Education at UNACH.
104
4.2.3 Testing of the Specific Hypothesis 3
To what extent the use of a non-conventional phonetic system improves the
pronunciation in the sixth level students in the Language Centre at UNACH to
comprehend informal expressions in English.
Chart No.4. 33 Testing of the Specific Hypothesis 3
X
86
HIPÓTESIS N.- 3
the use of a non-conventional phonetic system
Y
XY
X2
169
14534
7396
Y2
28561
Source: Research
By: BARRIGA Luis UNACH 2016
(
√( (
(
)
(
√( (
)
)
(
(
)(
) )( (
)
(
)) ( (
)
(
)
)(
) )
)
)
(
))
It has been proven that the interactive dictionary “Slanguage” utilizes a nonconventional phonetic system improves the pronunciation in the sixth level students in
the Language Centre at UNACH to comprehend informal expressions in English.
105
CHAPTER V
5. CONCLUSIONS Y RECOMMENDATIONS
5.1 CONCLUSIONS
In this study:

It has been proven that the use of synonyms boosted the interaction and the
sociolinguistic comprehension of the English language in the sixth level students
in the Language Centre, Faculty of Education at UNACH due to they are now
able to use non-standard words when communicating a message, to solve puzzles,
crosswords and other exercises stated in the proposal in an effective way.

The application of simple and brief definitions have dramatically improved the
interaction and the sociolinguistic comprehension of the English language aimed
at the sixth level students in the Language Center, Faculty of Education at
UNACH as they easily provided the meaning of nonstandard words in different
exercises stated in the proposal i.e in activity five, 29 out of 30 students were able
to recall and replace standard words with slang words in a pair work exercise.

It has also been proven that the use of a non-conventional phonetic system
improved the pronunciation in the sixth level students in the Language Centre at
UNACH to comprehend informal expressions in English due to the transcription
of words and the sounds inserted in the dictionary permitted students who are not
familiarized with the International Phonetic alphabet pronounced words correctly.
106
5.2 RECOMMENDATIONS

It is advisable to create and apply pedagogical tools that contain synonyms in such
a way that students from different levels may be able to expand their lexicon and
be capable to interact with English Language speakers in formal and informal
situations.

It is recommended to teach English as a second language by providing students a
wide range of definitions so that they may be able to expand their knowledge of
L2 and acquire meaningful and long-life learning.

It is necessary the application of a non-conventional phonetic system to improve
the students’ ability to pronounce words correctly, especially with those who are
not familiarized with the International Phonetic System.
107
BIBLIOGRAPHY
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109
LONG. (1993). Modified Input in Second Language Learning. Cambridge University
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MACCOBY, E. (1998). The Two Sexes. Harvard University Press.
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110
VIGOTSKY, L. (1978). Mind in society: The development of higher psychological
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WHERRET, D. (2010). A Dictionary of Cokney Rhyming Slang.
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CAL.
111
ANNEXES
ANNEX
112
ANNEX
A.1 Project
UNIVERSIDAD NACIONAL DE CHIMBORAZO
POSTGRADUATE INSTITUTE
MASTER´S DEGREE IN APPLIED LINGUISTICS
RESEARCH PROJECT
TOPIC:
ELABORATION AND APPLICATION OF AN INTERACTIVE DICTIONARY
CALLED SLANGUAGE WITH A FULL RANGE OF INFORMAL EXPRESSIONS
TO
BOOST
THE
INTERACTION
AND
THE
SOCIOLINGUISTIC
COMPREHENSION OF THE ENGLISH LANGUAGE AIMED AT THE SIXTH
LEVEL STUDENTS IN THE LANGUAGE CENTER FACULTY OF EDUCATION,
HUMANITIES AND TECHNOLOGIES AT UNACH, LOCATED IN RIOBAMBA
CITY, TERM 2014-2015.
STUDENT:
LUIS FERNANDO BARRIGA FRAY
RIOBAMBA - ECUADOR
2014-2015
113
1. TOPIC:
Elaboration and Application of an interactive dictionary called “SLANGUAGE” with a
full range of informal expressions to boost the interaction and the sociolinguistic
comprehension of the English language aimed at the sixth level students in the
Language Center, Faculty of Education, Humanities and technologies at UNACH,
located in Riobamba city, term 2014-2015.
2. PROBLEM STATEMENT
2.1. LOCATION:
This research will be held with the collaboration of the sixth level students in the
Language Center, Faculty of Education at “Universidad Nacional de Chimborazo”
located in Riobamba city, province of Chimborazo.
2.2. PROBLEMATIC SITUATION
There is no doubt that every language shares similar characteristics such as some
linguistic, grammatical or phonetic features. However it is also true that a language can
also suffer variations with the pass of time, variations that are related to the age and the
social environment where each individual grows.
It is this interaction among people and the social environment where they live what
causes in a language a wide and a long list of informal expressions that do not follow
any particular linguistic patron. In other words, these sociolinguistic variations
undoubtedly impede non-native speakers or learners to acquire a second language
effectively.
According to what was stated in the previous paragraph, the idea to create an interactive
dictionary with a variety of informal expressions in English emerged, with the main aim
to improve the sociolinguistic comprehension of non-native speakers of English through
the use of expressions that are mainly used in everyday situations.
114
It is worth to mention that, there is no similar research paper in the different educational
institutions located in Riobamba. On this score, the interactive dictionary constitutes a
cutting edge design of the author, which pretends to become a powerful tool to bridge
the gap between the language used in informal situations and the students immersed in
the acquisition and learning of English as a second language.
According to Zimmermann, she says that “there is not sufficient study on slang due to
the lack of power that teenagers have within a society” (1996: 476). Stenström (2002: x)
agrees the same thing and states that: “so far, teenage language has not been given the
attention in linguistic circle that it merits”.
Rodríguez (2002: 15), states that “although there have been numerous sociological and
philosophical studies where teenagers have been considered, none of these have taken
into account the type of language that these people use to express their own identity”.
However, the interest to analyze this phenomenon has increased in the last few years.
2.3. FORMULATION OF THE PROBLEM
How does the elaboration and application of an interactive dictionary called
“Slanguage” boost the interaction and the sociolinguistic comprehension of the English
language aimed at the sixth level students in the Language Centre located in Riobamba
during the school year 2014-2015?
2.4. SPECIFIC ISSUES:
 Why does the use of synonyms boost the interaction and the sociolinguistic
comprehension of the English language aimed at the sixth level students in the
Language Center, Faculty of Education at UNACH?
 How does the application of simple and brief definitions improve the interaction and
the sociolinguistic comprehension of the English language aimed at the sixth level
students in the Language Center, Faculty of Education at UNACH?
115
 To what extent the use of a non-conventional phonetic system improves the
pronunciation in the sixth level students in the Language Centre at UNACH to
comprehend informal expressions in English?
3. JUSTIFICATION
Sociolinguistic considers slang as the space where the linguistics relationships take
place between people involved in the same social environment. These relationships
cause lexical creations, codes and sub codes that let a person feel free to choose to
belong to any specific social group.
Starting from the previous idea, I rather think that, we should emphasize the use of a
language as a factor of social identity and as a tool that facilitates interaction among
people, a factor that goes a little bit beyond the standard communication, since a
language is open to constant modifications and transformations by means which are
called linguistic variations influenced by the región, gender, social strata, age, etc.
These transformations and modifications are mainly caused due to the speaker’s needs,
the influence of media, and the social, political, and economic interaction among
people. As stated before, media constitutes an important factor thta influence a
language, and above all, the language used by teenagers and adolescents, since media
always introduce new terms which are adopted and modified by these people.
The present research work pretends to take a squint at slang along with its construction
in such a way that we may be able to understand its origin and its applicability within a
specific group. From this perspective, it is necessary to compile a variety of informal
expressions in such a way they can be socialized with the community.
The main goal of compiling informal expressions is to let students at the Language
Centre at UNACH know and be in contact with the language that native speakers of
English commonly use in informal situations. Likewise, this compilation of informal
expressions pretends to be the bridging gap between teachers and students who are
learning English as a second language as well as it seeks to become the link that exists
between each generation.
116
In the process of teaching English to speakers of a second language, I have noticed that
these sociolinguistic variations or the use of informal expressions cause serious
misunderstandings in my students at the Languages Centre in the Faculty of Education
in UNACH.
For this reason, the topic called “Elaboration and Application of the interactive
dictionary “Slanguage” to boost the interactions and the sociolinguistic comprehension
of the English language aimed at the sixth level students in the Languages Centre at
UNACH, located in Riobamba, 2014-2015, attempts to analyze, and improve
communication deepening our understanding on the sociolinguistic variations through a
digital tool that contains a wide range of daily life expressions that cross the orthodox
and traditional line of formality.
4. OBJECTIVES
4.1. GENERAL OBJECTIVE
To determine how the elaboration and application of an interactive dictionary called
“SLANGUAGE” with a full range of informal expressions boost the interaction and the
sociolinguistic comprehension of the English language aimed at the sixth level students
in the Language Center, Faculty of Education, Humanities and Technologies at
UNACH, located in Riobamba city, during the term 2014-2015.
4.2. SPECIFIC OBJECTIVES
To determine why the use of synonyms boosts the interaction and the sociolinguistic
comprehension of the English language aimed at the sixth level students in the
Language Center, Faculty of Education at UNACH.
To evidence how the application of simple and brief definitions improves the interaction
and the sociolinguistic comprehension of the English language aimed at the sixth level
students in the Language Center, Faculty of Education at UNACH.
117
To identify to what extent the use of a non-conventional phonetic system improves the
pronunciation in the sixth level students in the Language Centre at UNACH to
comprehend informal expressions in English?
5. THEORETICAL FRAMEWORK
5.1. Background
This proposal constitutes a product with a high degree of creativity and originality,
since there is not a document with similar characteristics around the city. On this score,
the current research work will be considered as a cutting edge and innovative proposal
with a strong impact in the social and educational area as well as it will be considered as
a supporting tool that inevitably improve the teaching and learning process of English as
a second language.
5.2. SCIENTIFIC FRAMEWORK
5.2.1. Epistemological Framework
It is based on how to structure knowledge starting from the analysis of the obtained
results with the aim to promote the sociolinguistic processes of learning, considering the
individual differences of acquisition.
5.2.2. Philosophical Framework
This research is based on the philosophical theory of Carl Marx who says that the theory
must be conjugated with the praxis evidenced in the relationship of the variables
presented in the current research work.
5.2.3. Sociological Framework
The present investigation will assist the development of the society stated by Emile
Durkein, a French sociologist.
118
5.2.4. Pedagogical Framework
This work is based on the Lev Vigotsky´s theory of Zone of Proximal Development
which states that “in order to learn something, interactive strategies must be applied for
better understanding”.
5.2.5. Legal Framework
The Ecuadorian Constitution advocated in 2008
Art. 26. “Access to education is the right of people throughout their lives as well as it is
an inexcusable duty of the government. Education constitutes an area that is relevant for
the government in terms of public investment in order to guarantee similar opportunities
and social inclusion to everyone. People in general terms, have the right and the
responsibility to take part in the educational process”.
5.3 Theoretical Framework
5.3.1 Slang
The word “slang” comes from the Norwegian term “slengeord” which means a
language of internal communication spoken by a specific social group. For this reason,
the word “slang” is based on the use and application of informal expressions which are
not considered within the standard language of people.
Now, let us take a look at some definitions of “Slang” stated by some authors:
According to Jonathan Green
“A variety of speech characterized by newly coined and rapidly changed vocabulary,
used by the young or by social and professional groups for “in group” communication
and thus tending to prevent understanding by the rest of the speech community.
119
According to Willis
“For the most part, slang is the result of linguistic inventiveness, especially of young
and lively persons who want fresh, original, pungent, or racy terms with which they can
rename ideas, actions and objects that they feel strongly about. In effect, slang is the
result of a combination of linguistic irreverence and a reaction against staid, stuffy,
pompous, pretentious or colourless diction”
According to John Candem
“Slang represents the evanescent, vulgar language, ever changing with fashion and
taste, spoken by persons in every grade of life; it does not matter rich or poor, honest
and dishonest. He also said that slang is indulged in form, a desire to appear familiar
with life, gaiety, and town-humour and with transient nick names and street jokes of the
day. Slang is the language of street humour of fast, high and low-life, and it is become
as old as speech and the congregating together of people in cities.
Based on those definitions above, the writer concludes that slang can be described as
informal, nonstandard words or phrases which tend to originate in subcultures within a
society. Slang often suggests that the person utilizing these words or phrases will sound
familiar with a specific group or subgroup of people.
Slang expressions often embody attitudes and values of group members. In order to say
an expression can be considered slang, it must be widely accepted and adopted by
certain members of a group. Slang has no societal boundaries or limitations as it can
exist in all cultures or strata.
6. HYPOTHESIS
6.1. GENERAL HYPOTHESIS:
Elaboration and application of an interactive dictionary called “SLANGUAGE” with a full
range of informal expressions to boost the interaction and the sociolinguistic
comprehension of the English language aimed at the sixth level students in the
120
Language Center, Faculty of Education, Humanities and Technologies at UNACH,
located in Riobamba city, term 2014-2015.
6.2. SPECIFIC HYPOTHESIS:
 The use of synonyms boosts the interaction and the sociolinguistic comprehension of
the English language aimed at the sixth level students in the Language Center,
Faculty of Education at UNACH.
 The application of simple and brief definitions improves the interaction and the
sociolinguistic comprehension of the English language aimed at the sixth level
students in the Language Center, Faculty of Education at UNACH.
 To what extent the use of a non-conventional phonetic system improves the
pronunciation in the sixth level students in the Language Centre at UNACH to
comprehend informal expressions in English.
121
7. HYPOTHESIS OPERATIONALIZATION
7.1. SPECIFIC HYPOTHESIS OPERATIONALIZATION 1
The use of synonyms boosts the interaction and the sociolinguistic comprehension of the English language aimed at the sixth
level students in the Language Center, Faculty of Education at UNACH.
VARIABLE
CONCEPT
CATEGORIES
INDICATORS
TECHNIQUES AND
INSTRUMENTS
INDEPENDENT
Words that are
Similar meaning
Synonyms
similar or have a
Roots
TECHNIQUE
Semantic
Observation
related meaning to
An opinion poll
another word.
INSTRUMENT
Questionnaire
Observation guide
DEPENDIENTE
explains
Sociolinguistic
speak differently in
Comprehension
various
contexts
why
we
social
Social contexts
Culture
TECHNIQUE
Age
Observation
An opinion poll
INSTRUMENT
Questionnaire
Observation guide
122
122
7.2. SPECIFIC HYPOTHESIS OPERATIONALIZATION 2
The application of simple and brief definitions improves the interaction and the sociolinguistic comprehension of the English
language aimed at the sixth level students in the Language Center, Faculty of Education at UNACH.
VARIABLE
CONCEPT
CATEGORIES
INDICATORS
TECHNIQUES AND
INSTRUMENTS
INDEPENDENT
an explanation of the
Definition
meaning of a word,
Meaning
 Reference
TECHNIQUE
 Significance
Observation
phrase, etc
An opinion poll
INSTRUMENT
Questionnaire
Observation guide
DEPENDENT
explains why we speak
Sociolinguistic
differently in various
Comprehension
social contexts
Social contexts
Culture
TECHNIQUE
Age
Observation
An opinion poll
INSTRUMENT
Questionnaire
Observation guide
123
123
7.3. SPECIFIC HYPOTHESIS OPERATIONALIZATION 3
To what extent the use of a non-conventional phonetic system improves the pronunciation in the sixth level students in the
Language Centre at UNACH to comprehend informal expressions in English.
VARIABLE
CONCEPT
CATEGORIES
INDICATORS
TECHNIQUES AND
INSTRUMENTS
INDEPENDENT
A non-conventional
phonetic system
phonetic system to
Observation
teach
the
An opinion poll
of
INSTRUMENT
pronunciation
information
pronunciation
words.
TECHNIQUE
Questionnaire
Observation guide
DEPENDIENTE
explains
Sociolinguistic
speak differently in
Comprehension
various
contexts
why
we
social
Social contexts
Culture
TECHNIQUE
Age
Observation
An opinion poll
INSTRUMENT
Questionnaire
Observation guide
124
124
8. METHODOLOGY
8.1.
Type of Research
Explicative - Descriptive.- Due to after the observation is done, the cause and effect
will be described in order to seek for the explanation about the application of the
interactive dictionary called “Slanguage” to boost the development of the
sociolinguistic skills aimed at the sixth level students in the Language Center, Faculty
of Education at UNACH, located in Riobamba city, during the term 2014-2015.
A Field Research .- Due to it will be held where the problem takes place, that is to say,
at the sixth level students in the Language Center, Faculty of Education at UNACH .
Bibliographic Research: This research work will be based on the theoretical
framework of both variables; it is the application of the dictionary “Slanguage” and the
development of the sociolinguistic variables at the sixth level students in the Language
Center, Faculty of Education at UNACH, located in Riobamba city, during the term
2014-2015.
8.2.
Research design
8.2.1 Quasi – experimental.- It will permit the use of the interactive dictionary called
“Slanguage” in two stages: Before and after the socialization of the dictionary, since its
goal is to test and validate the activities planned to develop the sociolinguistic skills at
the sixth level students in the Language Center, Faculty of Education at UNACH,
located in Riobamba city, during the term 2014-2015.
8.3 Population
According to the objectives stated in this investigative work, the sixth level students in
the Language Center, Faculty of Education at UNACH were considered.
125
Chart N.1
STRATA
FREQUENCY
AVERAGE
Professors
1
7%
Students
29
93%
TOTAL
30
100%
Source: Secretary of the Language Centre, Faculty of Education
8.3.
SAMPLE.
A sample is not needed so the population will be considered to reach real results in the
process.
8.4.
RESEARCH METHODS
Hypothetic – Deductive. This method constitutes itself as the adequate one to be
applied in the process due to we will start from the problem, then its observation, the
theoretical framework will be analysed, the hyphotesis and finally the conclusions and
recommendations will be presented.
8.5.Techniques and instruments to collect data
The following techniques will be applied:
An opinion poll: It is a primary research technique that according to a list of questions
facilitates the compilation of information from the teaching staff on the importance of
implementing the interactive dictionary “Slanguage” to develop the sociolinguistic
skills.
Observation: It is a technique that valorates the incidence of the application of the
interactive dictionary called “Slanguage” in the development of the students´
sociolinguistic skills.
126
8.5.1 Instruments
The instruments for data collection will be:
A questionnaire

An observation guide
8.6. Techniques and procedures to analyse results.
Once the opinion polls are analyzed, we will proceed with the tabulation of questions to
determine their frequency, then we will transform them in percentages and finally we
will place these numbers in some statistic charts, bars and the like.
9. HUMAN AND FINANCIAL RESOURCES
9.1.
HUMAN RESOURCES:
 Thesis Director.
 Language Centre Director from the Faculty of Education at UNACH.
 Teaching staff
 Researcher
 Students
9.2.
MATERIALS.
 Office suplies
 Books
 Magazines
 Photos
9.3.
TECHNOLOGICAL TOOLS.
 Laptop
 Camera
127
 Flash memory
 Projector.
9.4.
BUDGET.
DETAILS
COST
TOTAL
BIBLIOGRAPHY
$40,00
120,00
PRINTED DOCUMENTS
$ 0.25
100,00
PAPER
$4,00
20,00
PHOTOCOPIES
$ 0,03
100,00
ELABORATION OF THE GUIDE
$ 25,00
200,00
ANILLADOS
$ 4,00
20,00
TRANSPORTATION
$3,00
50,00
ENCUADERNACIÓN
$8,00
60,00
PHOTOGRAPHS
$2,00
20,00
DESK SUPPLIES
100,00
SUBTOTAL
790,00
EXTRAS
210,00
TOTAL
$1000,00
128
10. SCHEDULE
ACTIVITIES
Nª
TIMELINE
SEPTEMBER
1
Topic selection
2
Project preparation
3
Project Presentation
4
Project Approval
5
Theoretical framework tuning
6
Tutoring
7
Checking progress
8
Data collection
9
Checking methodology
10 Validation of data
11 Analysis of results
12 Elaboration of the first draft
13 Tutoring
1 2 3
X X
OCTOBER
NOVEMBER DECEMBER
JANUARY
4 1 2 3 4 1 2 3 4 1 2 3 4 1 2
3 4
FEBRUARY
1 2 3 4
MARCH
1
2
3
APRIL
4 1 2 3
4
xX xX
xX X
X xX
xX xX
xX xX
xX X
xX X
xX xX
xX xX
X X
X X
x xX
14 Correcting the first draft
16 Final report
17 Defense
X
X
129
129
FORMULACIÓN DEL PROBLEMA
How the elaboration and application of an
interactive dictionary called “SLANGUAGE”
boost the interaction and the sociolinguistic
comprehension of the English language aimed at
the sixth level students in the Language Center,
Faculty of Education at UNACH, located in
Riobamba city, during the term 2014-2015
DERIVED PROBLEM
Why does the use of synonym boost the
interaction
and
the
sociolinguistic
comprehension of the English language aimed at
the sixth level students in the Language Center,
Faculty of Education at UNACH?
How does the application of simple and brief
definitions improve the interaction and the
sociolinguistic comprehension of the English
language aimed at the sixth level students in the
Language Center, Faculty of Education at
UNACH?
To what extent the use of a non-conventional
phonetic system improves the pronunciation in
the sixth level students in the Language Centre at
UNACH to comprehend informal expressions in
English?
OBJETIVO GENERAL
To demonstrate how the elaboration and
application of an interactive dictionary called
“SLANGUAGE” boost the interaction and the
sociolinguistic comprehension of the English
language aimed at the sixth level students in
the Language Center, Faculty of Education at
UNACH, located in Riobamba city, during the
term 2014-2015.
SPECIFIC OBJECTIVES
To determine why the use of synonyms boosts
the interaction and the sociolinguistic
comprehension of the English language aimed
at the sixth level students in the Language
Center, Faculty of Education at UNACH.
To evidence how the application of simple and
brief definitions improves the sociolinguistic
comprehension of the English language aimed
at the sixth level students in the Language
Center Faculty of Education at UNACH.
HIPÓTESIS GENERAL
The elaboration and application of an interactive
dictionary called “SLANGUAGE” boost the
interaction and the sociolinguistic comprehension of
the English language aimed at the sixth level
students in the Language Center, Faculty of
Education at UNACH, located in Riobamba city,
during the term 2014-2015.
To identify to what extent the use of a nonconventional phonetic system improves the
pronunciation in the sixth level students in the
Language Centre at UNACH to comprehend
informal expressions in English.
The use of a non-conventional phonetic system
improves the pronunciation in the sixth level
students in the Language Centre at UNACH to
comprehend informal expressions in English.
SPECIFIC HYPOTHESIS
The use of synonyms boosts the interaction and the
sociolinguistic comprehension of the English
language aimed at the sixth level students in the
Language Center, Faculty of Education at UNACH
The application of simple and brief definitions
improves the sociolinguistic comprehension of the
English language aimed at the sixth level students in
the Language Center Faculty of Education at
UNACH.
87
130
10. BLIOGRAPHY
AYTO, Jhon. Dictionary of Slang. Oxford University Press, USA
ADE, George. Free at Loyal books. 2005
CAMDEN, Jhon. Slang Dictionary. Senn. 2003.
ETHERINGTON, Mike. The very best of British. Kindle edition. 2011.
KENWOOD, Michael. A study of Slang and informal usage. University of British
Columbia. 2008
LIU, D. Idioms and Slang: Description, comprehension, acquisition, and pedagogy.
New York& London: Routledge. 2008
PEI-YU, Mónica. On the effect of idioms comprehension of ESL college students.
National Taiwan Normal University.
SPEARS, Richard. American Slang Dictionary. The McGraw-Hill Companies, Inc.
2007.
THOMAS, Jhonathan. Anglopatia´s dictionary of British Englsih. 2013.
131
A.2 Authorization
Source: Research
By: BARRIGA Luis UNACH 2016
132
A.3 An observation checklist
Evaluation scale of language skills applied to the sixth level students in the Language
Center, Faculty of Education at UNACH
INDICATOR
1.- Recalls and replaces standard words with slang words.
high
medium
Low
2.- Recalls and replaces slang words with synonyms.
3.- Identyfies and labels slang words in context.
4.- Differentiates situations where slang words are aceptable or
unnaceptable.
5.- Remembers slang words in a pair work exercise.
6.- Discriminates slang words and match tme to the right picture
7.- Completes a crosswords puzzle by using slang words.
8.- Mimes slang words and guess the pronunciation of slang words.
9.- Makes up a story by using slang words and shares it to the class.
10.- Defines slang words and distinguishes the pronunciation of the
words.
11.- Imagines and explains the relationship bewteen pictures using slang
words.
12.- Decodes and discovers a message that contains slang words.
13.- Listens to slang words and plays a game.
14.- Unscrambles slang words and provides an accurate definition.
Source: Research
By: BARRIGA Luis UNACH 2016
133
A.4 Slanguage (Front page)
Source: Research
By: BARRIGA Luis UNACH 2016
A.5 Slanguage (Activities)
Source: Research
By: BARRIGA Luis UNACH 2016
134
A.6 Slanguage (Dictionary)
Source: Research
By: BARRIGA Luis UNACH 2016
135
A.7 Socialization of the interactive dictionary “Slanguage”
Source: Research
By: BARRIGA Luis UNACH 2016
A.8 Socialization of the interactive dictionary “Slanguage”
Source: Research
By: BARRIGA Luis UNACH 2016
136